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SPECIAL REPORT 



OF THE 



COMMISSIONER OF PUBLIC SCHOOLS 



RELATING TO 



INDUSTRIAL EDUCATION 



AS AUTHORIZED BY A 



KESOLUTION OF THE GENEKAL ASSEMBLY 



APPROVED APRIL 20, 1910 



PRESENTED TO THE 'GENERAL ASSEMBLY MARCH 38, 1911 



PROVIDENCE: 

B. L. FREEMAN COMPANY, PRINTERS TO THE STATE, 

1911. 



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SPECIAL REPORT 

OF THE 

COMMISSIONER OF PUBLIC SCHOOLS 

RELATING TO 

INDUSTRIAL EDUCATION 

AS AUTHORIZED BY A 

RESOLUTION OF THE GENERAL ASSEMBLY 

APPROVED APRIL 20, 1910 



PRESENTED TO THE GENERAL ASSEMBLY MARCH 28, 1911 



PROVIDENCE: 

E. L. FREEMAN COMPANY, PRINTERS TO THE STATE. 

1911. 



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Resolution (No. 8, 1910) passed by the General Assembly, directing 
the Commissioner of Public Schools to report the needs of this State 
in respect to industrial education, and approved by the governor, 
April 23, 1910. 

Resolved, That the commissioner of public schools be and he hereby 
is directed to make an investigation of the conditions and needs in 
this State in respect to industrial education, including agricultural 
education, and to investigate the practice and progress of industrial 
and agricultural education in other states, and to make a report 
thereon, with his recommendations, to the general assembly at its 
January session, A. D. 1911. 



j^iaie nf Kljoto ifalani 



To the Honorable the General Assembly of the State of Rhode Island: 

In compliance with the requirements of Resolution Xo. S of 1910, 
passed by the General Assembly and approved by the Governor, the 
Commissioner of Public Schools respectfully presents to your honor- 
able body the following report on industrial education. 

WALTER E. RANGER, 

Commissioner of Public Schools. 
March 28, 1911. 



CONTENTS 



I. Introduction. 

II. Types of Industrial Education. 

III. Industrial Education in Foreign Countries. 

IV. Industrial Education in the United States. 

V. Status of Vocational Education in Rhode Island. 

VI. Demand for Practical Industrial Education in Rhode 
Island. 

VII. Needs and Opportunities of Industrial Education in 
Rhode Island. 

VIII. Aims of Public Education. 

IX. Summary of Observations. 

X. Recommendations. 

XL Appendix: Supplementary Information. 

A. History of Industrial Education. 

B. Descriptions of Typical Industrial Schools. 

C. Agricultural Education in Public Schools. 

D. Bibliography. 



REPORT OF THE COMMISSIONER OF PUBLIC 
SCHOOLS ON INDUSTRIAL EDUCATION 



I. Introduction 



The chief aim of this report is to present to members of the General 
Assembly such facts of industrial education as may seem helpful in 
determining what legislation is desirable for its support and direction 
in this state. In accord with established law and practice in public 
education, the part the state may take in providing ways and means 
for desirable industrial education is distinct from the duties of towns 
and cities. The enactment of law involves the adoption of general 
policy for the whole state, while a municipality is free to adopt means 
to local needs. Obviously it is unwise for a state to attempt exper- 
imentation that from its nature is permissible only in local adminis- 
tration; but legislative action is justified, and may become impera- 
tive, when educational needs are clearly revealed by conditions and 
public demands. For these reasons, in the preparation of this report 
the question of what legislation is needed in this state is kept con- 
stantly in mind, facts of law and state administration are made 
prominent, and only such information is included as seems to throw 
light on the main question. For the end as indicated, the report 
attempts to present various types of industrial education, either 
already attempted in practice or purposed in law, to give a general 
view of law and experience in the different states, to point out edu- 
cational and industrial tendencies, to consider public demands for 
industrial education, especially in Rhode Island, and to offer sug- 
gestions for legislative action to meet needs in this state. 

The report is based on the visitation of various types of industrial 
schools and schools providing various kinds of industrial instruction 



b COMMISSIONER OF PUBLIC SCHOOLS 

and training, the examination of the laws and reports of different 
states relating to industrial education, the findings of state investi- 
gating commissions and of special committees of industrial and 
educational organizations, a study of the development or history of 
industrial education, involving a reading of man}^ books and pamph- 
lets related to the subject, conferences with manufacturers and 
educators of this and other states, attention to investigations already 
made and conclusions formed by organizations and citizens of Rhode 
Island, and a special consideration of conditions and needs of indus- 
trial education in this state and of ways and means for its future 
maintenance and development. It has not been deemed necessary 
to repeat investigations already made, many of which have been 
conducted with an expense and scope beyond the means of the 
Commissioner. It has been assumed, in the absence of any appro- 
priation for the purpose, that a report was to be prepared from 
available data, general experience and observation, and from such 
special investigations as seemed essential and within his means. 
Sufficient information is presented, it is hoped, to suggest safe and 
sane legislation at this time, for the promotion and maintenance of 
industrial education in Rhode Island. 

Industrial education, as commonly understood, is in an early 
period of development in America. Xo commission attempts a 
conclusive discussion of it. Xo one assumes to speak the final word 
for it. Variety of law and practice, diversity in aims, plans and 
efforts, changing opinions, and popular confusion seem to prevail, 
but are normal conditions in the beginnings of a widespread national 
movement. In industrial education, each state must take its own 
initiative, determine its aims from its needs, profit by the example of 
others, and realize its plans in experience. There is no common pat- 
tern or standard that may be followed. In the view of many, indus- 
trial education means the establishment of a new and distinctive 
class of schools connected more or less closely with the existing sys- 
tem. In the view of others, it means an adjustment or evolution of 



INDUSTRIAL EDUCATION 9 

the public school system to meet industrial demands. Either view 
discloses distinctive needs in public education. 

For the use of those seeking further information there is appended 
to the report a sketch of the history of industrial education, descrip- 
tions of typical industrial schools and a bibliography, prepared by 
Dr. Arthur J. Jones of the Rhode Island Normal School, who has 
made special investigation in vocational education, and Mr. William 
W. Andrew, Assistant Commissioner of Public Schools, who has had 
experience in practical industrial training. To them for these con- 
tributions and for other assistance, and to others for helpful informa- 
tion and suggestive views, due acknowledgments are here made. 

II. Types of Industrial Education. 

In the descriptions of various types of industrial education here 
given, no attempt is made to present an exact classification. In 
truth, there is no generally accepted terminology of the subject. In 
legislation and current discussion there is great diversity in the use 
of such terms as vocational, manual, technical, industrial and trade 
education. Even among educators, there is not much uniformity in 
the usage of terms. The present aim is to offer in general terms a 
brief survey of industrial education, as attempted or realized under 
various conditions and in connection with school systems, for a con- 
sideration of the question, what forms are best adapted to meet 
educational needs in Rhode Island. 

The broad and popular use of the term industrial education is 
adopted in this report, as was evidently meant in the resolution pro- 
viding for it. As thus used the term covers nearly the same field as 
vocational education. A classification offered by the National 
Society for the Promotion of Industrial Education gives five forms of 
vocational education, as distinguished from liberal education, namely, 
professional, commercial, industrial, agricultural and household. In 
the following descriptions, types of industrial, agricultural, domestic, 
and even commercial and professional education are considered. 



10 COMMISSIONER OF PUBLIC SCHOOLS 

For descriptions of examples of typical schools of industrial 
education reference may be made to Supplement B. 

1. Elementary Industrial Education: Manual Training, House- 
hold Arts, Etc. — Manual training in some form is a very common 
subject in the elementary school. It is usually associated closely 
with drawing. Sometimes it is given throughout the elementary 
school; but often only in the grammar grades. The subject often 
includes such activities as paper folding and cutting and cardboard 
construction for the lower grades, bookbinding, weaving, work in 
raffia, modeling in clay, woodworking and design. This work is often 
taken up for purely disciplinary ends, the general training of the 
hand and eye ; but frequently it has a distinctly industrial character, 
as judged by the products. Parallel with the work of boys in the 
upper grades are courses for girls in cooking, sewing, home decoration, 
etc. Usually the work in the primary grades is the same for boys 
and girls, while that in the grammar grades is differentiated along 
the lines indicated. 

Shop Work for pupils above the sixth grade in elementary schools 
is urged by some. The plan provides that such pupils may spend a 
part of their time, approximately an hour a clay, in a shop distinct 
from the school. Its aim is industrial intelligence, rather than 
industrial dexterity. 

Factory School. — The intermediate industrial, factory or prepara- 
tory trade school is a phase of . industrial education which attempts 
to solve the problem of the training of boys and girls between the 
ages of 14 and 16, years who might otherwise leave the elementary 
school. It has the double purpose of fitting for trade education in a 
trade or industrial high school and enabling them to enter the trades 
more advantageous^. Pupils in the sixth, seventh, and eighth 
grades, 14 years of age, may attend such schools, which are in separate 
buildings, but in the school system. 

2. Industrial Courses in High Schools. — Advanced work in manual 
training and domestic economy is given in many high schools. Most 



INDUSTRIAL EDUCATION 11 

high schools now give commercial courses, but the number that offer 
work along distinct industrial lines is comparatively small. The 
character of this industrial work differs with each community. 
Courses in printing, in jewelry and silversmithing, in designing, in elec- 
trical manufacturing, textile industries, in plumbing, in carpentry, 
and in many other lines are given. In a number of schools, favorably 
situated, agricultural courses are given or instruction is offered in 
subjects related to agriculture. Often botany, zoology, physics 
and chemistry are based largely on agriculture, and practical courses 
in agriculture, dairying, poultry raising, etc., are also given. Some 
of these schools give little work in agriculture, while other schools are 
predominantly agricultural in their tendency. 

3. Continuation Schools. — Industrial education for people who are 
already at work is given in two different types of schools : the public 
evening schools and the various cooperative plans, where school 
authorities and employers work together to secure the education and 
training of boys who are at work. 

A large part of the work in the public evening schools corresponds 
to that of day schools. In an increasing degree, however, various 
subjects and arts of a distinctly industrial character are being intro- 
duced. Plumbing, carpentry, brick laying, plastering, shop work of 
various kinds and many others are introduced. In fact, nearly all 
the industries are represented in various schools. 

The cooperative plans are yet in the experimental stage and differ 
from one another in many respects. They agree in this, that em- 
ployers and school authorities working together devise a plan by 
which the boys spend a part of their time working in the shop or factory 
under factory conditions, and part of the time in the school receiving 
instruction, which is largely, but not necessarily, entirely along the 
line of the industry in which they are engaged. A distinctive feature 
of the continuation school is to provide a continuance of school edu- 
cation of a few hours a week to children whose principal occupation 
is work. It is to supplement the skill of shop training with industrial 
intelligence, not given by shop or factory. 



12 COMMISSIONER OF PUBLIC SCHOOLS 

4. Industrial High Schools. — It is often difficult to distinguish 
between the industrial high school and the art trade school. The 
trade school usually admits pupils who have not yet completed the 
elementary school courses, while the industrial high school generally 
does not. The course in the trade school is often not longer than two 
years, while that of the industrial high school is three or four years in 
length, thus allowing for a higher type of work and a more general 
training in English, modern languages, history, mathematics and 
science. The industrial work varies with the needs of the community. 
It often includes for boys, carpentry, machinist's trade, business 
pursuits, etc., and for girls, dressmaking, millinery, domestic science, 
etc. 

Related to this group of schools in vocational training is the com- 
mercial high school or high school of commerce. In public knowledge 
of commercial education these names fairly indicate their controlling 
purpose. 

With these should be classed the agricultural high schools estab- 
lished in rural communities. In these schools courses in theoretical 
and practical agriculture are given and in addition a regular high 
school course is offered, including languages, science, history and 
mathematics. 

Another kind of secondary industrial education, almost a distinct 
type, is provided in the " part-time " school, which has an illustration 
in Providence. The pupil divides his time between school and shop, 
under an arrangement between employers and school authorities. 
It may be distinguished from the continuation school by the fact that 
the controlling purpose is education rather than earning a wage. 

In practice, some industrial high schools do not maintain the usual 
standards of admission, and therefore present phases of an inter- 
mediate grade of training. 

5. Trade Schools. — Sometimes the trade school or, as it is often 
called, the industrial school, differs from the industrial high school in 
the requirements for admission, the length of the courses and often 



INDUSTRIAL EDUCATION 13 

but not always, in the subject offered. These schools are maintained 
sometimes by public, sometimes by private, and sometimes by public 
and private support. A characteristic of a trade school is that it 
aims to turn out pupils who are finished apprentices or nearly so. 
The course varies from one year to two or even three years. The 
emphasis, however, is nearly always on the training for a trade or for 
trades. Other studies are given, but they are largely based on trade 
instruction. The aim is specific training to increase the industrial 
efficiency of the worker, not a general education. As in other schools 
the dominant trades and industries of the city or community deter- 
mine the work of the school. Pupils are not usually admitted under 
14 years of age or below the compulsory school age. 

6. Technical, Mechanic Arts, and Manual Training High Schools. — 
These three names are used for nearly the same type of school, 
often differing only in the amount and kind of handwork given. 
They do not admit pupils until they have completed the grammar 
school course, and they aim to give a general education, largely along 
the same lines as that in other high schools, but omitting Latin and 
Greek, and adding manual training and other forms of hand work. 
They do not, however, completely prepare for specific industrial 
occupations. They are often frankly preparatory to the higher 
technical institutions. Their field is entirely distinct from that of 
the trade school, nor would they profitably be changed into trade 
schools. They do not appear to occupy the same field as the indus- 
trial or technical schools of secondary grade in foreign countries. 
They are not primarily intended to fit the pupils for industrial 
leadership. There are a few schools that do have this aim. These 
base their work more directly on the industries and do not shape 
their courses as much with reference to preparation for higher 
technical institutions. 

7. Colleges of Agriculture and Mechanic Arts. — These important 
institutions in general offer both liberal and vocational education of 
collegiate rank. The controlling purpose varies in different institu- 



14 COMMISSIONER OF PUBLIC SCHOOLS 

tions. If industrial education be taken in a broad sense, they offer 
high forms of it. They exert a strong influence on elementary and 
secondary industrial education. 

III. Industrial Education in Foreign Countries. 

The systems outlined in the following paragraphs indicate the 
various types of industrial education prevailing in foreign countries. 
Other countries, as Scotland, Ireland, Holland, Denmark, Italy, have 
industrial education, but present no important features differing 
from those described. 

Germany. — Industrial education in Germany forms an integral 
part of the general system of education. The schools are differen- 
tiated in every possible way, in order to meet the special needs of the 
different classes of workers. "Joined to the general primary schools 
are the general industrial continuation schools, the commercial con- 
tinuation schools and the countless lower trade schools. Joined to 
the general secondary schools are all the ' higher' industrial schools, 
such as the higher textile schools, higher commercial schools, higher 
engineering schools, and higher institutes of technology. Practical 
industrial experience is also introduced as an intermediate three 
years between the six-year real-schule and entry into some industrial 
high school. Finally, side by side with the universities, stand the 
great industrial high schools, the commercial, agricultural, and 
technical high schools." These various schools are either out and 
out trade or industrial schools or technical schools. There is little, 
if any, mixture of general education and industrial education. The 
schools are public, semi-public or private, as far as support and 
control are concerned. 

England. — There is at present, no general system of industrial 
education in England, but there is now seen a distinct tendency in 
this direction. The only general opportunities offered are through 
the various extension courses and the evening schools. In many 



INDUSTRIAL EDUCATION 15 

places these take on a distinctly industrial character and in some 
cities form a very valuable part of the industrial training of the 
working people. Higher technical schools are maintained in some 
cities, notably, London, Manchester and Liverpool. These also 
offer opportunity for industrial or technical training to working 
people. In London, largely on account of the number and import- 
ance of the guilds, many polytechnic schools for elementary technical 
and industrial training have been established. Agricultural educa- 
tion is also receiving considerable attention. Agricultural colleges 
have been established, and agricultural education is encouraged by 
government grants. 

France. — In France there is a well developed system of industrial 
and technical education, tending, as in Germany, to extreme speciali- 
zation of industrial training. In general, there are the three classes 
of schools, the numerous schools classified as primary technical 
schools, the secondary technical schools, and the higher technical 
schools. The schools classed as primary are of very different types. 
Some are trade schools admitting boys or girls over 12 and under 17 
years of age. The course is sometimes two or three years in length. 
Some of these schools admit any one over 13 years old, while others 
require an elementary school certificate. The secondary technical 
schools also include many different types. The great body of schools 
of this character, established by corporate bodies and private in- 
dividuals, are not of as high a grade as the six national schools of 
arts and trades. They all tend to narrow specialization, and they 
usually do not admit pupils under 15 years of age. They may be 
considered as trade schools of a high grade. The national schools 
require seven competitive entrance examinations, and only those 
who have received a good elementary education can hope to enter. 

The higher technical schools are of this same general character as 
the higher type of technical schools in Germany, England, and 
America. There are also agricultural schools of the lower and of the 
higher class, many of them supported by the government. 



16 COMMISSIONER OF PUBLIC SCHOOLS 

Switzerland. — Switzerland has many industrial schools of various 
kinds, the most important being the industrial continuation schools, 
the trade schools, and the secondary schools, and the higher technical 
schools of university grade. The instruction in the industrial con- 
tinuation schools is often given during the day, as in Germany. In 
Geneva industrial education fits on to the class of the primary school 
course, where pupils finish at about the age of 13 years. 

Little work in agricultural education is attempted. 

Belgium. — In Belgium more than half the total number of industrial 
and technical schools are for girls. This is due to the practical 
organization of the instruction in domestic economy. Continuation 
schools are numerous and evening work is emphasized. The teaching 
of agriculture is obligatory in all the rural schools, and there are 
many schools in which higher agricultural education is taught. 

Canada. — The Dominion of Canada presents interesting and 
valuable examples of industrial education, which resemble certain 
types found in the United States. Especially suggestive is the 
" MacDonald movement " for better rural education, whose purpose 
has been to readjust existing schools and adapt their courses to the 
needs of the people. It has introduced into public school education 
manual training, school gardens, seed contests, etc. MacDonald 
College contains schools of agriculture and household science that 
have attracted wide attention. 

IV. Industrial Education in the United States. 

Conditions in Rhode Island will be considered in a separate division 
of the report. It is the purpose of this section to present a view of 
what has been done in other states in respect to legislation and 
experience. Legislation to promote or establish industrial education 
is given special attention for the reason that the object of this report 
is to throw light on the need of legislation, and the kind of legislation 
needed in this state. Before the present movement for industrial 
education began, some elements of vocational education, from draw- 



INDUSTRIAL EDUCATION 17 

ing in school to agriculture in college, directly or indirectly encour- 
aged by legislation and supported by state appropriation, may have 
been found in every state; but in general the vocational element 
was incidental and the purpose of school education was chiefly cul- 
tural. Differing widely from such educational experience in aim and 
method is the practical training for the industries that recent legisla- 
tion seeks to secure. That in extent and importance the movement 
has become national is shown by the impressive fact that, exclusive 
of all other types and grades, twenty-nine states have in recent years 
enacted legislation with respect to practical industrial education in 
public schools of secondary rank alone. In the number and variety 
of laws, providing for large expenditures and purposing radical 
changes in school courses and methods, is evidenced prompt legisla- 
tive recognition of the demand for industrial education. 

While in no case do two states have the same laws, some similarity 
obtains and certain general characteristics may be observed. In all 
is the underlying purpose to provide industrial training. Most 
states seem especially to make provisions for children fourteen years 
of age and more, and plan training parallel with high school educa- 
tion. There is an evident attempt to redeem the so-called " waste- 
years" from fourteen to sixteen, with a less general effort to do 
something for younger children who are "marking time" in ele- 
mentary grades and awaiting the age when they may be permitted 
to go to work. Various plans may indicate different ways of seeking 
the same end. 

In those states in which most progress in industrial education has 
been made, the state has a large share in support and control. There 
appears in legislation a strong tendency in the direction of larger state 
responsibility in industrial education, than now generally obtains in 
liberal school education. It may be accepted as progressive legisla- 
tive opinion that the state should take the initiative when necessary, 
and that it should contribute a much larger part of support and 
exercise a more definite supervision of industrial education than it 
has provided for public schools of the ordinary type. In this con- 



18 COMMISSIONER OF PUBLIC SCHOOLS 

nection attention is especially directed to the two nearest neighbors 
of Rhode Island. Both exemplify the principles indicated. One 
seeks to provide industrial education by state and local initiative, 
support and control. The other has established trade schools with 
exclusive state support and control. The part the state bears in 
the various plans of different states appears in the following survey, 
prepared with painstaking care by the Assistant Commissioner. 
While the list of schools given for each state is not always an ex- 
haustive one, the endeavor has been to make it representative. 

Maine. — Providing that the course of study in free high schools 
shall embrace natural sciences in their application to mechanics, 
manufactures, and agriculture, state aid equal to one half the amount 
actually expended for instruction, maximum annual aid, $250; 
authorizing cities and towns to annually appropriate for free in- 
struction in industrial or mechanical drawing to persons over fifteen 
years of age, either in day or evening schools; authorizing any city 
or town to raise money for support of manual training schools; ap- 
propriating $2,000 for special investigation of the needs of the state 
in relation to industrial education; any incorporated academy main- 
taining a course in manual training, domestic science, or agriculture 
shall be entitled to state aid, equal to amount expended for instruc- 
tion, not exceeding $250 for each of said courses. 

In 28 cities and towns free-hand and mechanical drawing is taught 
under special teachers; 11 cities and towns offer courses in manual 
training, also all normal schools; 5 cities have public school courses 
in domestic science. Industrial course in Westbrook High School; 
three academies met conditions and offered courses in manual train- 
ing, one in domestic science, four in agriculture; Madawaska Train- 
ing School, a state institution, has manual training courses; eleven 
cities and towns maintain evening schools, offering opportunities for 
study of drawing and manual training; Lewiston provides for an 
evening school for textile workers. 

Vermont. — Providing state aid of $250 for manual training depart- 
ments in high or grammar schools, with total annual maximum of 



INDUSTRIAL EDUCATION 19 

$5,000; giving the power to boards of school directors to provide for 
daily instruction in drawing and the industrial arts and sciences; 
creating a commission to investigate ways and means of improving 
the public schools through instruction in agriculture and mechanic 
arts. 

Massachusetts. — Defining powers and duties and authority rela- 
tive to establishment of independent industrial school throughout 
state, state aid equal to one half local expenditure, raised by taxa- 
tion. $2,500 appropriated for agricultural education in Normal 
School at North Adams; manual training, agriculture, sewing, 
cooking may be taught in public schools; providing that every town 
or city containing 20,000 inhabitants or more shall maintain the 
teaching of manual training as a part of its elementary and high 
school system; authorizing towns to maintain evening schools, 
course of study including industrial drawing, both free-hand and 
mechanical, with maintenance mandatory for cities and towns of 
10,000 or more population; authorizing the organization of cor- 
porations for the conduct of textile schools, instruction in the theory 
and practical art of textile and kindred branches of industry, state 
aided; providing for the investigation of the practicability and de- 
sirability of establishing a farm school in the city of Worcester; 
providing for an investigation and report relative to the establish- 
ment of a system of agricultural schools. 

Established four independent day industrial schools at Beverly 
(part time), Lawrence, New Bedford, Northampton, Montague and 
Newton; eleven independent evening industrial schools; state aided 
Worcester Trade School, Lowell and New Bedford Textile Schools, 
Boston Trade School for Girls, Central Evening Industrial School; 
Fitchburg part-time scheme; manual training in all normal schools; 
on private foundation, — General Electric Company Apprenticeship 
School at West Lynn, North Lynn, North End Union School of 
Printing, Boston, Fall River Ship Building Company Apprentice- 
ship School at Quincy, Franklin Union, Boston, and others. 



20 COMMISSIONER OF PUBLIC SCHOOLS 

The Massachusetts scheme is partial state support and control. 
The State Board of Education may establish local schools with the 
consent of local authorities and appoint local committees as its 
agents to administer the same, or the local committee may establish 
the school. The State Board of Education supervises the school and 
approves the location, courses, methods, and expenditures. The 
schools are independent in that they may be administered by a sepa- 
rate committee or commission. Pupils above 14 not employed in 
any industry, pupils 14 to 18 employed as wage earners during re- 
mainder of day, and adults already employed in trades are entitled 
to enter. 

Connecticut. — An act establishing two state trade schools; an act 
providing that elemental science and training in manual arts shall 
be taught as may be prescribed by local authorities. 

Two trade schools established, one at New Britain, one at Bridge- 
port. Manual training courses are well developed in Hartford, New 
Haven, New London, Willimantic, South Manchester, Bristol, 
Derby, Greenwich, Naugatuck, Vernon; Yale and Towne Apprentice- 
ship School (private) at Stamford. 

Complete state support and control characterizes the Connecticut 
scheme of industrial education. Pupils above 14 not having become 
wage earners, pupils of day school above 14 obtaining part time shop 
practice, and others (no age limits set by statute) in continuation 
classes are allowed to attend. These schools have no administrative 
connection with public schools. 

New York. — Authorizing the establishment in cities and union free 
school districts of general industrial schools, of trade schools, of 
schools of agriculture, mechanic arts, and home making, annual state 
aid $500 for each approved school of above type maintained thirty- 
eight weeks, employing one teacher and having at least twenty-five 
pupils, $200 for each additional teacher; providing that industrial 
training shall be furnished in every truant school. 

Schools have been established under this law in Albany, Hudson, 



INDUSTRIAL EDUCATION 21 

Rochester, Schenectady, Yonkers, Buffalo, New York, Freeville and 
Lancaster. There are numerous schools on private foundation:— 
The Baron de Hirsch Trade School, New York Electrical School, New 
York Trade School, Hebrew Technical School for Girls, of the trade 
school type. Technical schools supported by private funds — Pratt 
Institute, Hebrew Technical Institute, Rochester Mechanics' Insti- 
tute; the city of New York maintains the Manhattan Trade School for 
Girls, Stuyvesant Evening Trade School, Brooklyn Evening Trade 
School, Long Island City Evening High and Trade School, New York 
Evening High School for Women. 

Partial state support and control is the New York scheme, the 
State Commissioner of Education approving the course of study. An 
advisory committee of men representing the industries taught are to 
advise and counsel the school authorities. Three types contemplated, 
— schools giving general industrial training, those giving trade train- 
ing, those giving training in agriculture, mechanic arts and home 
making. Pupils 14 or a grammar graduate may attend the general 
industrial schools; to the trade school, pupils 16 years of age and a 
graduate of elementary schools or a general industrial school, with such 
other requirements as local authorities may establish. These schools 
are an integral part of public schools. 

New Jersey. — Authorizing the appointment of a commission to 
inquire into the subject of industrial education and report thereon 
to the legislature of 1909; extending state aid to school districts 
establishing and supporting industrial education or manual training, 
minimum local expenditure, $250, state aid equal to local expenditure 
up to a total of $5,000; state aid to manual training and industrial 
school for colored youth; authorizing expenditures for buildings and 
issuance of bonds relating to schools for industrial education in cities 
of second class; providing for the establishment of schools for indus- 
trial education by boards of education, state aid equal to local 
expenditure, for maintenance providing buildings and grounds of 
$100,000 value are given by community, maximum aid, $10,000; 



22 COMMISSIONER OF PUBLIC SCHOOLS 

establishing and maintaining summer courses of instruction in meth- 
ods of teaching elementary agriculture, manual training and home 
economics, appropriating annually $2,000. 

Three schools, Newark Technical School, School of Hoboken, and 
Trenton School of Industrial Arts established: Hoboken school in 
conjunction with city schools: Trenton and Newark Schools of 
continuation type, mostly evening instruction, elementary and sec- 
ondary instruction; over 50 districts availed themselves of manual 
training act. 

Pennsylvania. — Providing that cities of the second and third class 
and boroughs and townships of the first class shall have power to 
establish and maintain schools for instruction in the manual arts; 
providing upon request of 50 or more tax payers that cities shall 
establish night schools for manual training of children above the age 
of 12 years, keeping the same open as many months as day schools 
are kept open; providing aid for industrial schools already estab- 
lished. 

The state has appropriated money to the Pennsylvania Museum 
and School of Industrial Arts; Philadelphia Trades School is main- 
tained by the city authorities ; Girard College, Williamson Free School 
of Mechanical Trades, Ezra F. Bowman Technical School are trade 
schools on private foundations; Drexel Institute of Art, Science and 
Industry, Philadelphia Textile School, Carnegie Technical School, 
Franklin Institute are technical schools on private foundations. 

Maryland. — Authorizing the governor to appoint a commission on 
industrial education; in district schools, drawing and domestic 
economy shall be taught and the elements of agriculture, in the dis- 
cretion of the state board; giving power to the city of Baltimore to 
establish a system of public schools, which shall include a school or 
schools for manual and industrial training; authorizing the establish- 
ment and maintenance of a colored industrial school in each county ; 
state aid; annual appropriation of $1,500 for manual training in 
MacDonough Institute, Charles County; encouraging secondary 



INDUSTRIAL EDUCATION 23 

education and extending state aid to high schools; state aid con- 
ditioned upon provisions for manual training, domestic science, and 
commercial or agricultural courses, approval by state board of 
education. 

Virginia. — Providing for the introduction of manual training and 
agriculture in the elementary schools; appropriating $20,000 to 
establish departments of agriculture, domestic economy and manual 
training in one high school in each congressional district increasing 
the appropriation to departments of agriculture, domestic economy 
and manual training from $2,000 to $3,000 each for maintenance and 
granting each school $2,500 for building and equipment; allowing 
local boards of supervisors to appropriate money for the establish- 
ment, equipment, and maintenance of agricultural schools, provided 
for as above, in each congressional district. 

Richmond contributes largely to the Virginia Mechanics Institute 
which is an institution of technical high grade; state appropriates 
to Virginia Polytechnic Institute. 

West Virginia. — Providing that elementary agriculture shall be 
taught in the free schools. 

North Carolina. — Providing that elements of agriculture and 
drawing must be taught in all public schools. 

South Carolina. — Providing that the elements of agriculture shall 
be taught in the public schools; giving power to local authorities to 
establish high schools and granting state aid; said high schools are 
required to have instruction in manual training, especially in regard 
to agriculture and domestic science. 

Georgia. — Empowering county boards of education to organize 
self sustaining manual labor schools with approval of state board of 
education; elementary principles of agriculture must be included in 
course of study in common schools; establishes high schools of agri- 
culture and mechanic arts in eleven congressional districts, state 
aided. 



24 COMMISSIONER OF PUBLIC SCHOOLS 

School of Technology and Normal and Industrial College, state 
aided; eleven agricultural high schools in 11 congressional districts 
established; Secondary Industrial School at Columbus, a trade school 
with high school courses but no foreign language work. 

Florida. — An act providing that such instruction shall be given in 
grammar grades in drawing, manual training, domestic arts and 
sciences, and agriculture as may be provided in county courses of 
study. 

The State of Florida has established a department of Mechanical 
and Industrial Arts at the State University; a trade school for colored 
people, private foundation, known as the Fessenden Acadenry and 
Industrial School is established. 

Alabama. — Establishing and maintaining agricultural schools in 
each of the nine congressional districts, with annual state appro- 
priation of $4,500 for each. 

Nine agricultural schools established: Alabama Industrial School 
for Girls and Alabama Polytechnic Institute, state aided; agriculture 
a part of regular instruction in public schools; Tuskegee Normal 
and Industrial Institute and Montgomery Industrial School for Girls, 
both institutions for colored race, trade schools. 

Mississippi. — Permitting separate school districts to introduce 
drawing and manual training in grammar school grades; elements of 
agriculture shall be included in subjects in curriculum of public 
schools. 

Louisiana. — Appropriating annually $25,000 for agricultural 
schools, distributed to departments of agriculture in country schools; 
agriculture and home economics shall be taught in elementary and 
secondary schools; providing that drawing shall be taught in all 
public schools. 

Established and maintained, Louisiana Industrial Institute and 
Southwestern Industrial Institute, of technical high school grade. 



INDUSTRIAL EDUCATION 25 

Arkansas. — One hundred sixty thousand dollars appropriated for 
industrial school in each of four districts, to be known as State Agri- 
cultural School, textile manufacturing to be taught therein. 

Elementary agriculture and horticulture taught in public schools; 
agricultural department established in State Normal School. 

Tennessee. — Providing that certain percentage of general school 
fund shall go to high schools having a course of study requiring agri- 
culture and home economics, to normal schools having domestic 
science, manual training, agriculture, and home economics; providing 
that elementary principles of agriculture shall be taught in secondary 
schools. 

Kentucky. — Appropriating $20,000 for industrial training in colored 
schools; providing for instruction in manual training, domestic 
science, and elementary agriculture in county high schools, the course 
of study to be approved by state board of education; school author- 
ities shall have power to establish manual training schools and may 
supervise such schools in cities of first class. 

Texas. — State aid by duplicating the appropriation of common or 
independent school districts not less than $500 or more than $2,000 
for the establishment, equipment and maintenance of department 
for teaching agriculture, including such courses in manual training 
and domestic economy as are subsidiary to agriculture, no school to be 
aided more than two times; appropriations for departments of agri- 
culture, manual training and domestic science in the state normal 
schools. 

Oklahoma. — Providing that the elementary principles of agriculture, 
animal husbandry, stock feeding, forestry, building county roads, 
and domestic science, including the elements of economics shall be 
embraced in the branches taught in the public schools; creating a 
state commission to carry out above requirements; outlining duties 
of state and county superintendents ; establishing agricultural schools 
in the judicial districts, providing that each has 80 acres of land 



26 COMMISSIONER OF PUBLIC SCHOOLS 

deeded to it without cost to state; making appropriations of S20 ; 000 
for two schools for building; making appropriation of $12,000 for 
two schools for one year for maintenance. 

Ohio. — Granting authority to any board of education to establish 
and maintain manual training, domestic science, and commercial 
departments, agricultural, industrial, vocational, and trades schools, 
and pay the expenses of establishing and maintaining from public 
school funds; providing that minors over 14 and under 16 years of 
age who have not completed the eight grades shall be required to 
attend part-time classes when such classes are provided, though 
regularly employed. 

Fifteen thousand dollars appropriated for continuation schools 
in Cincinnati; Cleveland established technical high and elementary 
industrial schools; part-time system prevails in the University of 
Cincinnati; a continuation school for machine shop apprentices also 
in the same city. 

Indiana. — Authorizing the establishment, in cities of 50,000 to 
100,000 population, of "industrial or manual training education and 
domestic science" as a part of the public school system; authorizing 
boards of school commissioners in cities having a population of 100,000 
or over to establish, as a part of the system of public schools, a system 
of industrial or manual training education. 

Established on private foundation at Indianapolis, the National 
Trade School, formerly known as the AVinona Technical School; 
Indianapolis has established a manual training high school. 

Illinois. — Authorizing referendum for establishment of manual 
training departments in township high schools. 

The city of Chicago maintains the Crane Technical High School, 
the Lake High School, the Lane Technical High School, the Farragut 
School, the Central School. In these buildings the city maintains 
continuation schools and a free evening course in the Lane Technical. 
Lewis Institute, on private foundation, is of technical high type; 
Coyne National Trade School, a trade school maintained by building 



INDUSTRIAL EDUCATION 27 

trades; Lake Side Press Apprenticeship School is a trade school on 
private foundation. Two great correspondence schools in industrial 
subjects have their headquarters in Chicago: The American School 
of Correspondence and the International Typographical Union 
Course in Printing. 

Michigan. — Providing for a state commission to inquire and report 
on industrial training, including elementary training in agriculture; 
establishing county schools of agriculture and domestic economy, 
instruction to be given in the elements of agriculture, farm accounts, 
manual training and domestic economy, general supervision by the 
state superintendent, providing for annual aid equal to two thirds of 
local expenditure, maximum aid to any one school, $4,000; providing 
a course of study in agriculture for district schools which will fit for 
agricultural college ; providing for the establishment and maintenance 
of rural high schools having a course of study in domestic science and 
manual training. 

Eleven agricultural high schools established; one county agricul- 
tural school; 46 cities have manual training courses in the grades; 
three trade schools established; manual training high school at 
Muskegon, Saginaw, Ishpeming, Calumet, and other cities. 

Wisconsin. — Authorizing the establishment and maintenance of 
departments of manual training in high schools and in three upper 
grades below the high school. Annual state aid to equal one half the 
cost of local expenditure for instruction, not to exceed $350 if in high 
school and three upper grades, $250 if in high school alone, maximum 
limit of annual state aid, $25,000; authorizing two or more districts 
to unite in engaging manual training teachers and providing aid there- 
for; authorizing assistance of inspectors of graded schools in super- 
vision of manual training departments ; granting one half -mill tax in 
cities for establishing and maintaining trade schools; providing 
through referendum for the establishment of technical schools by 
cities; establishing and maintaining 10 county schools of agriculture 
and domestic economy, providing for state aid equal to two thirds 



28 COMMISSIONER OF PUBLIC SCHOOLS 

the amount of local expenditure; maximum aid to any one school, 
$4,000; providing for teaching of agriculture in district schools. 

Five county agricultural schools established; two trade schools 
(public) Milwaukee and one private trade school established, Menom- 
onee; teachers training school in manual training and domestic 
economy at Menomonee; 28 high schools offer courses in manual 
training and domestic science, receiving $8,100 from state. 

Minnesota. — Establishing and providing for the organization and 
maintenance of county schools of agriculture and domestic science, 
state aid to two schools, instruction in agriculture, farm accounts, 
manual training and domestic economy; providing for the establish- 
ment and maintenance of departments of agriculture, manual train- 
ing and domestic economy in state high, graded, and consolidated 
schools, state aid equal to two times the amount of local expenditure, 
maximum aid to any one school, $2,500, appropriating $25,000 for 
1910, and $25,000 for 1911; providing state aid to consolidated rural 
schools and requiring instruction in agriculture and home economics ; 
state aid for agricultural extension and home education. 

Ten high schools having agricultural courses, state aided. 

North Dakota. — Providing for state normal and industrial school 
to provide instruction in manual training and to prepare teachers 
with special reference to manual training, state aided; providing for 
the government and maintenance of North Dakota Academy of 
Science, state aided; providing that normal schools must teach one 
year of elementary agriculture. 

South Dakota. — Provides that one of the objects of the Northern 
Normal and Industrial School shall be to give instruction in manual 
training and also in the industrial and mechanical trades, arts and 
sciences and the allied branches of learning; providing that drawing 
shall be taught in public schools. 

Iowa. — Authorizing the holding of industrial exposition by the 
board of any school corporation. 



INDUSTRIAL EDUCATION 29 

Nebraska. — Providing that manual training, domestic science and 
the elements of agriculture shall be taught and practised in the ninth 
and tenth grades of the county high school. 

Kansas. — Authorizing boards of education in cities of first class to 
establish manual training high schools; authorizing boards of educa- 
tion in cities of the first and second class to levy a special tax of one 
eighth mill for the equipment and maintenance of industrial training 
schools or departments; other cities and districts one quarter mill. 
Course of study to be approved by the state board of education; 
report to state superintendent; state aid equal to local expenditure; 
maximum $250; aggregate annual aid, $10,000. No appropriations 
for 1909, 1910, 1911. 

At Topeka, the Sante Fe R. R. maintains one of its apprentice- 
ship schools. 

Idaho. — Establishing high schools with a course of study which 
may include manual training, domestic science, nature study with 
elements of agriculture. 

Montana. — Giving power to locate boards of education in matters 
of industrial education, with approval of county superintendents. 

Wyoming. — Granting power to district school boards to establish 
and locate manual training schools in connection with the public 
schools. 

Utah. — Providing that the board of education of county school 
districts and in cities of the first and second class shall have the power 
to establish, locate, and maintain industrial and manual training 
schools. 

Arizona. — Instruction must be given in drawing; providing that 
instruction in manual training, domestic science and commercial 
branches may be given in public schools. 

Nev) Mexico. — Establishing departments of manual training in 
normal school to instruct pupils and to train teachers. 



30 COMMISSIONER OF PUBLIC SCHOOLS 

Washington. — Providing that a department of manual training- 
shall be provided in each normal school; providing that state school 
system shall embrace technical schools. 

Oregon. — Granting the privilege to union high schools of establish- 
ing and maintaining a department of industrial training; providing 
for the distribution of industrial training when required through four 
years in district and county high schools; requiring the state board of 
education so far as other duties warrant to give information and 
assistance in organizing and maintaining such departments. 

Nevada. — Enabling school districts to issue bonds for the purpose 
of erecting, equipping, and maintaining buildings for industrial 
training, manual training, domestic science and agriculture; equip- 
ment and materials for use in manual training and domestic science 
may be supplied as text-books are supplied, by tax levy. 

California. — An act establishing the California Polytechnic School 
to contribute to the industrial welfare of California, state aided; 
an act establishing Santa Barbara State Normal School of Manual 
Arts and Home Economics, state aided. 

Throughout the state, instruction is required in drawing, book 
keeping and nature study with special reference to agriculture, and 
manual training and domestic science if funds and teaching force are 
sufficient ; California has exempted from taxation the California School 
of Mechanical Arts, California Academy of Sciences and Cogswell 
Polytechnic College. Among the schools of the state which give 
industrial training are the Polytechnic High School at Los Angeles, 
a distinct trade school known as the Wilmerding School of Industrial 
Arts for Boys at San Francisco, private support, a distinct technical 
high school at San Francisco known as the California School of Me- 
chanical Arts. 

V. Status of Vocational Education in Rhode Island. 

To show the extent of industrial education in Rhode Island and 
its relation to general education, it has seemed best, in the preparation 



INDUSTRIAL EDUCATION 31 

of this section of the report to include any phase of education bearing 
upon industrial training and even other types of vocational education. 
Industrial education, in a strict or narrow sense and in a sense used by 
many of its advocates, has become distinctively separated from other 
forms of education in Rhode Island only in a limited degree. 

In the drawing, manual training, and household arts of elementary 
schools and in many technical courses of high schools, the controlling 
purpose is cultural or liberal, not vocational. They are, however, a 
fundamental preparation for subsequent vocational training, and 
have appreciable value in vocational direction and in industrial 
education. Commercial education and the professional education of 
normal school and college are types of vocational training distinct 
from industrial education. Eliminating all types of education 
whose aim is chiefly cultural and all forms of vocational education not 
industrial, we have left a few examples of distinctively industrial 
education, whose controlling purpose is training for an industrial 
vocation. 

The chief examples of practical industrial education will be found 
in the "part-time" course, recently inaugurated in Providence, the 
apprenticeship school, maintained by the Brown and Sharpe Com- 
pany, forms of training in state institutions, and certain courses in 
the Rhode Island School of Design. 

Drawing in the public schools. — In twenty cities and towns, drawing 
is a part of the regular course of study in the public schools. In the 
Rhode Island Normal School, it is a requirement for admission and is 
a part of the course for the training of teachers. 

Manual training and household arts in the public schools. — In eleven 
cities and towns, manual training in some of its various forms has 
been introduced. In some places it is permanent, while in others, 
introduced as an experiment in certain schools and grades, it has 
been found to be so valuable and popular that further extension seems 
not only desirable but imperative. A brief survey is as follows: — in 
Newport, mechanical drawing and woodwork for boys in the sixth, 



32 COMMISSIONER OF PUBLIC SCHOOLS 

seventh; eighth and ninth grades; in the high school, mechanical 
drawing, carpentry, wood turning, molding, pattern making, black- 
smithing, vise work, chipping and carving metals, machine tool 
work; in Pawtucket, grades four to seven, leather work, brass work, 
and simple sloyd; grades eight and nine, in six out of eight districts, 
bench work in wood for bo} r s; in Providence, light constructive work 
for elementary grades, and bench work for boys in disciplinary school ; 
light constructive work in schools for backward children; courses in 
mechanical drawing, carpentry, forging, clay modeling, wood carving, 
sheet metal work, wood turning, photography, steam engineering, pat- 
tern making, molding, chipping and filing, machine work and con- 
struction, electrical work in the Technical High School; in Woon- 
socket, sloyd for boys of the seventh, eighth, and ninth grades; in 
South Kingstown, paper sloyd, grades 1 to 4, and in high school me- 
chanical drawing and bench work (wood) ; in Westerly, seventh and 
eighth grades, courses in wood work for boys; for backward chil- 
dren special courses in wood work; in Warwick, lighter forms of 
manual training and some bench work; in Bristol, Warren, Central 
Falls and Cranston, lighter forms of manual training in the elemen- 
tary grades. 

In nine cities and towns, domestic economy in some of its various 
forms has been introduced and, like manual training, demands further 
extension. A brief survey is as follows: — in Newport, cooking and 
sewing in the sixth, seventh, eighth, and ninth grades; in Pawtucket, 
grades 4 to 7, sewing; grades 8 and 9, in six out of eight districts, 
sewing; in Providence, in the Technical High School, cooking, sewing, 
millineiy, and dressmaking; in Woonsocket, sewing in the seventh 
grade; in South Kingstown, sewing in elementary grades; cooking, 
sewing, and millinery in the high school; in Westerly, in the seventh 
and eighth grades, cooking, and sewing; for backward children in 
elementary grades, sewing for girls; in Cranston, Warwick, Central 
Falls, sewing in some elementary grades. 

In certain private institutions, manual training and household arts 
are taught. The Tyler School and Cleary Grammar School in 



INDUSTRIAL EDUCATION 33 

Providence have well-developed courses in light construction work 
and bench work for the upper elementary grades. Household arts 
in some form are taught in twelve parochial schools in the state. 

A survey of manual training and household arts in the Rhode Island 
Normal School is given in Supplement B., Section 1. 

Commercial course in secondary schools. — Commercial courses and 
commercial subjects include bookkeeping, shorthand, typewriting, 
commercial law, commercial geography, commercial arithmetic and 
business practice. Partially or wholly, such courses are offered in the 
high schools of the state and in private schools whose purpose it is to 
give a strictly commercial education. In the year 1909-1910, with a 
total enrollment of 6,021, 22 high schools reported 1,877 pupils 
taking commercial subjects. Prominent among the private schools 
of commercial grade are Kenyon's Commercial School of Pawtucket, 
Bryant and Stratton's, the Rhode Island Commercial School and 
Max Magnus Shorthand School in Providence, and the Woonsocket 
Commercial School in Woonsocket. These schools report a total 
enrollment of 1,399 for the year 1909-1910. The Pentecostal 
Collegiate Institute at Scituate, Cloyne House School for Boys, at 
Newport, and East Greenwich Academy at East Greenwich present 
commercial subjects. 

Public evening schools. — For the year 1909-1910, public evening 
schools were maintained in Providence, Newport, Woonsocket, 
Central Falls, Pawtucket, Bristol, Burrillville, Cumberland, Smith- 
field, Warren, Westerly, with a total registration of 8,207. East 
Providence and Johnston provided instruction in the evening schools 
of Providence. During this year, the State paid $5,644.32 to these 
towns for maintenance of this form of education. The greater part 
of this instruction is in the subjects of elementary grades; Pawtucket 
has a special evening drawing school; Woonsocket has classes in sloyd 
and sewing; Cumberland, Central Falls, Pawtucket, and Providence 
have evening high schools; Newport presents, beside the elementary 
subjects, mechanical drawing, bookkeeping, free-hand drawing, short- 



34 COMMISSIONER OF PUBLIC SCHOOLS 

hand and typewriting; Providence has a technical evening school 
presenting courses in shop practice in machine shop, plumbing, 
steam engineering, jewelry, pattern making, foundry, smithing, cook- 
ing and sewing; class room work in drawing, mathematics, physics, 
design, modeling, and theory allied to shop practice. 

Part-time work in the Providence Technical High School is de- 
scribed in Supplement B., Section IV. 

Industrial courses in state institutions. — The Sockanosset School for 
Boys, with a registration of 340, maintains a kindergarten and 
elementary school of eight grades. A school of trades, in connection 
with this institution, gives instruction in printing, blacksmithing, 
machine shop practice, carpentry, masonry, shoe making, elementary 
engineering, and tailoring. A great deal of the work of the institu- 
tion in these lines is performed by the students; the aim is to give a 
trade education. 

The Oaklawn School for Girls gives elementary instruction similar 
to that of the Sockanosset School and presents phases of industrial 
and domestic training. 

The State Home and School, in Providence, has a registration of 
203 dependent children. It maintains a kindergarten and eight 
grades of elementary school instruction. Lighter forms of con- 
structive work in manual training are a part of the course of study; 
bench work in wood is provided for the older boys, and for the girls 
domestic arts, consisting of cooking, sewing, dressmaking. Efficient 
home making is the aim in all of the girls' work. 

The Rhode Island Institute for the Deaf, in Providence, has a 
registration of 76. The students are given instruction in the subjects 
of the common school; manual training in cabinet work for older boys, 
sloyd for the younger; mechanical drawing for all. The girls receive 
instruction in sewing and cooking. 

In the Rhode Island School for the Feeble-Minded the activities 
of the inmates are largely physical, including games and shop, 
domestic and farm work. In institutions of this class, reading, 
writing and other school subjects and arts are taught, but even mental 



INDUSTRIAL EDUCATION 35 

training is sought chiefly through motor activity. Such experience 
has little significance in productive industrial education, but attests, 
in a peculiar manner, the value of manual training for self-control, 
self direction, and personal efficiency. 

Rhode Island State College. — A function of this institution is to aid 
in fostering the industrial life of the state, with special reference to 
agriculture, manufacture, transportation and home making. Related 
to cultural, or liberal education, it offers organized courses, which are 
vocational in aim, in agriculture; in mechanical, electrical, chemical, 
and civil engineering; in home economics; and in teaching, for those 
who are preparing to give instruction in applied science. The 
college also offers short courses in the same subjects. In its experi- 
mentation the institution pursues investigation for the discovery of 
truth applicable to agriculture and industries. Through the agency 
of its extension department, it extends its work to various parts of the 
state. 

Rhode Island Normal School. — Professional in aim, this institution 
offers a distinctive type of vocational education. The state main- 
tains and directs it with the single purpose of preparing teachers for 
the public schools. 

Rhode Island School of Design. — The Rhode Island School of Design 
purposes to instruct artisans in drawing, painting, modeling, and 
designing, that they may successfully apply the principles of art to 
the requirements of trade and manufacture ; to train students in the 
practice of art that they may understand its principles, give instruc- 
tion to others, or become artists; to give general advancement to 
art education by exhibitions and lectures. 

The school offers diplomas in eight departments: — free-hand 
drawing and painting, decorative design, modeling and sculpture, 
achitecture, mechanical design, textile design, jewelry design, and 
normal art. Besides the regular diploma courses, there are teachers' 
Saturday classes designed for teachers of private and public schools 
to assist them in preparing for their school work of the coming week. 



36 COMMISSIONEB OF PUBLIC SCHOOLS 

These classes offer, also, to young people an elementary art train- 
ing. Evening classes are maintained in free-hand drawing and paint- 
ing, decorative design, modeling, architecture, mechanical design, 
textile design, jewelry design. A summer school in 1910 offered 
metal work for teachers of grammar and high schools, jewelry and 
silversmithing, theory of design, practical design, out door sketching, 
manual training for elementary schools, and wood working. 

Brown University. — Brown University furnishes vocational educa- 
tion of collegiate rank in courses in free-hand and mechanical drawing, 
chemistry, civil, mechanical, and electrical engineering, economics, 
engineering geology, mechanics and teaching. 

Pentecostal Collegiate Institute. — The Pentecostal Collegiate In- 
stitute at Xorth Scituate not only gives elementary and secondaiy 
instruction but also offers elements of mechanical and electrical 
engineering for men and household economics for women. In con- 
nection with the institute is the Pentecostal Trade School. At 
present, there is established a broom shop for boys; power sew- 
ing machines have been installed for the manufacture of babies' 
bonnets, ladies' scarfs, canvas gloves, etc., — this work to be done by 
the girls. 

Saint Andrew's Industrial School. — Saint Andrew's Industrial 
School at Barrington, offers, in addition to regular academic courses 
of instruction, printing, carpentry, and farm work. 

Apprenticeship School of Brown and Sharpe Manufacturing Com- 
pany. — A school of apprentices is maintained by the Brown and 
Shaipe Manufacturing Company in its works in Providence. This 
school admits boys between the ages of 16 and IS years. The course 
consists in practical shop training in the technique of different 
machines and operations, assembling, and erecting. The term of 
trial is twelve weeks, at the termination of which if satisfactory, fees 
are paid and agreements signed. Courses are offered in machinist 
trade, pattern making, molding, each of four years' duration; and of 



INDUSTRIAL EDUCATION 37 

core making and blacksmithing, each three years in duration. The 
aim in each course is to give thorough instruction in every branch of 
the trade and to turn out all-round mechanics. The working hours 
are the same as the full schedule of regular workmen. 

Besides the practical training in the shops, the boys who are appren- 
tices in the machinist, pattern making, and blacksmithing trades 
receive instruction in the class room in the solution of practical shop 
problems, such problems having been selected from those which have 
actually occurred in connection with shop work. These problems 
have been arranged in a progressive course of lesson sheets, which as 
nearly as possible coincide with their progress through the shops. 
During the first two years of apprenticeship, the boys are given one 
period of two hours per week and in the third and fourth years, two 
such periods per week. During July and August, no class room 
sessions are held. The time spent in the class room is during working 
hours, is paid for at the same rate as other service, and counts as a 
part of the term of apprenticeship. The class room work is not 
divided into formal academic subjects and given as such, but is 
instruction in mathematics, drawing and allied subjects presented as 
they grow out of shop practice. 

School of Salesmanship. — The Providence School for Salesmanship 
controlled and maintained by some of the leading department stores, 
was in session during the year 1909-1910. It offered a course in 
salesmanship to sales women employed by the firms supporting it. 
The work covered instruction in the art of selling, knowledge of 
stock, manufacture, quality, design, colors, business arithmetic, store 
practice, personal hygiene, and allied subjects. Students were 
excused, with pay, for the morning period of instruction. 

VI. Demands for Practical Industrial Education in Rhode 

Island. 

Without question there is an earnest and extensive demand for 
practical industrial education in this state. The widespread agita- 



38 COMMISSIONER OF PUBLIC SCHOOLS 

tion of the past five years has been manifest here as elsewhere. Many- 
associations representing our educational, industrial, commercial and 
agricultural interests have given prominent attention to the question 
in this discussion and with noteworthy unanimity have urged the 
introduction of industrial education into the public schools or the 
establishment of industrial and trade schools. The expression of the 
demand for legislation is perhaps less pronounced in this state, 
because any city or town is already free, without legislative action, 
to take the initiative in adding industrial courses to the school 
curriculum. There is. however, a growing recognition of the need of 
state initiative, support, and direction, to secure the best results. 
For this reason, if not soon supplied, the demand is likely to be ex- 
pressed with more insistence and more exacting terms. More and 
more are citizens inclined to look to the General Assembly for action. 
To indicate in some degree the trend of public opinion and to 
show the character of the public demand in Rhode Island for indus- 
trial education, the following paragraphs are presented. 

Recommendations of the State Board of Education. — As its reports 
show, the department of education has long recognized industrial 
needs in public education in this state and has observed with sym- 
pathetic interest the growing public demand for industrial education. 
From time to time it has called attention to the matter and suggested 
that legislative action was warranted on the investigations already 
made and the conclusions already formed. In the Board's report for 
1906, appears the following paragraph on " Industrial Education." 

" The signal awakening of public interest in industrial education, 
in all parts of the country, prompts more careful attention to the 
industrial and commercial needs in our own State. Thorough in- 
vestigations made elsewhere in Xew England seem to indicate that, if 
we are to maintain our position in our well established industries, our 
coming workmen must receive a better training for trade and manu- 
facture than that afforded by existing agencies. In truth, there is 
already a strong demand for trade schools, supported at public 
expense. The opinion of manufacturers, industrial leaders, and 
eminent educators, as well as the action taken by some states and 



INDUSTRIAL EDUCATION 39 

municipalities to establish public schools for more efficient industrial 
education, inspires the belief that serious consideration should be 
given to the future industrial needs of Rhode Island with a view to 
proper and timely legislation." 

Industrial Education Conference. — Following a period of live public 
discussion and increasing public interest, a conference on industrial 
education was held in the rooms of the Providence Board of Trade 
early in 1909. Attending this conference were representatives of 
twenty-two leading educational, social and industrial organizations. 
Educational and social interests were represented by committees of 
the Rhode Island Institute of Instruction, Barnard Club, Providence 
Public Education Association, several teachers' associations, Rhode 
Island Federation of Women's Clubs, Consumer's League of Rhode 
Island and similar organizations. Various interests of industries were 
represented by committees of such organizations as the Providence 
Board of Trade, New England Manufacturing Jewelers and Silver- 
smiths' Association, Rhode Island Metal Trades Association, Rhode 
Island Chapter, American Institute of Architects, Rhode Island 
Business Men's Association, Rhode Island Association of Working 
Women's Clubs, Builders' and Traders' Exchange, and Providence 
Society of Mechanical Engineers. The practical result of this con- 
ference was the appointment of an executive committee to take neces- 
sary steps to apply to the General Assembly for desirable legislation 
on industrial education. Subsequently a conference was arranged 
with members of the State Board of Education, in response to the 
following resolution : 

"Resolved, That the State Board of Education be asked to co-oper- 
ate with the Industrial Education Conference in securing legislation 
providing for (1) state aid for cities and towns in establishing and 
maintaining courses and schools for industrial education; (2) the 
appiontment of a state director of industrial education, who, under 
the direction of the Commissioner of Public Schools, shall promote 
the interests of industrial education in this state." 

At this conference, held in the rooms of the State Board of Educa- 



40 COMMISSIONER OF PUBLIC SCHOOLS 

tion on March 10, 1909, the needs of industrial education in Rhode 
Island, the character of legislation needed, and methods of state 
and local administration were discussed at length by representatives 
of various interests. As a result of the hearing, a statement express- 
ing the conclusions of the Board of Education was communicated to 
the Industrial Education Conference Committee, as follows: 

"1. That the Board approves the efforts of the associations 
represented by the Industrial Education Conference for the more 
efficient industrial education of our youth. 

"2. That, in accord with principles and practice already estab- 
lished in law, the Board believes that the state should share with 
towns and cities in the support and direction of industrial education, 
as it does in the support of evening schools, libraries, supervision, et 
cetera. 

"3. That, therefore, the Board approves proper legislation to 
encourage and aid the establishment and maintenance of industrial 
courses. 

"4. That the Board recognizes the need of an assistant to the 
Commissioner of Public Schools to insure the desired promotion of 
industrial education on the part of the state, and will approve 
proper legislation for meeting such needs. 

" 5. That the Board will appoint its President and Secretary as its 
representatives in this matter." 

Proposed Legislation of 1909. — Presented as a sound proposition 
for initial legislation and embodying the conclusions of the Industrial 
Education Conference of that time, a bill, entitled "An Act to furnish 
state aid to cities and towns which provide for industrial education," 
was introduced in the House and referred to the Committee on Educa- 
tion. At a public hearing before the Committee arguments for the 
measure were presented with clearness and force, and no active 
opposition was offered. While the desirability of such legislation 
seemed generally acknowledged, perhaps the feeling that the time was 
not yet ripe for it, or the fear that it might involve a greater expense 
and responsibility than the State was prepared to assume, prompted 
a postponement of its consideration to a more favorable time. The 



INDUSTRIAL EDUCATION 41 

bill is given below and indicates what was asked of the General As- 
sembly two years ago. 

"Section 1. Any town which establishes and maintains day or 
evening courses for industrial education, including instruction in the 
principles and practice of agriculture or the domestic or mechanic 
arts, which courses are approved as to equipment, instruction, ex- 
penditure, supervision and conditions of attendance by the state 
board of education, shall be entitled to receive aid from the state in 
support of such courses to the amount of one half of the entire 
expenditure for the same. .The cost of new equipment may be in- 
cluded in this reckoning, but not the cost of buildings or of land or of 
rent of rooms. This section shall not be construed to entitle towns to 
receive state aid for manual training high schools, or other secondary 
schools maintaining manual training departments, except in so far as 
such schools include courses properly classed as industrial courses. 

" Sec. 2. All applications for aid under this act shall be made to 
the commissioner of public schools by the school committee of the 
town; and said application must be accompanied by a statement 
setting forth the facts relating to equipment, instruction, expenditure, 
supervision and conditions of attendance which are made the basis 
of the application. 

"Sec. 3. There shall be elected by the board of education a deputy 
commissioner of public schools, who, under the direction of the com- 
missioner of public schools, shall promote in all desirable ways the 
establishment and efficient management of courses for' industrial 
education in practical arts and agriculture, as contemplated by Sec- 
tion 1 of this act; and otherwise assist the commissioner of public 
schools in the discharge of his duties. 

" Sec. 4. The state board of education shall fix the salary and 
term of office of the deputy commissioner of public schools. The 
sum of two thousand dollars or so much thereof as may be needed is 
hereby appropriated for the payment of said salary and incidental 
expenses connected with said office for the balance of the fiscal year of 
1909. The state auditor is hereby authorized and directed to draw 
his orders on the general treasurer for the payment of the same, out of 
.any monies in the treasury not otherwise appropriated." 



42 COMMISSIONER OF PUBLIC SCHOOLS 

The Rhode Island Institute of Instruction, whose membership in- 
cludes nearly all the teachers of the State, adopted at its annual 
meeting of 1910, the following resolution: 

"Resolved, That this Institute urges the General Assembly to enact 
legislation providing for the establishment, in such sections of the 
state as seem best adapted to the purposes, of public day and even- 
ing schools which shall give instruction in the arts and practice of 
trades to persons who have attained the age of fourteen years, and 
that the Committee on Legislation are hereby asked to use their in- 
fluence to this end." 

In 1910 legislation authorized the appointment of an Assistant 
Commissioner of Public Schools. Should the General Assembly 
enact provisions for industrial education in the State, the services of 
the Assistant Commissioner would be available to assist in carrying 
out the purposes of such provisions. 

VII. Needs and Opportunities of Industrial Education in 

Rhode Island. 

Whether expressed by employer or employee, by educator or 
citizen, the demand for the study of industry and industrial train- 
ing in school comes from the needs of productive industries. For- 
merly the shop of a few employees asked little of the school, because 
its system of apprenticeship, with its personal relations, was adequate 
to train workmen of intelligence and skill. Now, wherever shop and 
factory employment has become highly specialized, the system of 
apprenticeship fails to develop efficient workmen. Many employ- 
ments have ceased to be educative. Employers of labor tell us that 
the lack of industrial intelligence among workmen bars them from 
progress and lessens industrial productiveness. They confess that 
factory and shop can no longer make good workmen without the aid 
of school instruction adapted to the needs of workmen. To meet this 
need, a very few great manufacturing establishments have instituted 
schools of their own, which ordinarily provide not only practical 
training but also special instruction related to the industry involved. 



INDUSTRIAL EDUCATION 43 

The Brown and Sharpe Manufacturing Company of Providence 
maintains in its apprenticeship school, described in section five, 
an excellent type of industrial education. A similar school is main- 
tained by the General Electric Company in Lynn, Mass. Such ex- 
amples are a recognition of the value of industrial education, and 
emphasize the educational needs of industries. Evidently only large 
corporations can afford to maintain industrial schools for their 
apprentices, and the needs of smaller manufacturing units will con- 
tinue until public school education supplies relief. It has no little 
significance that a grave need in public education seems to have been 
discovered in shop and factory, and that they not only report such 
need but offer cooperation in providing a remedy. It means that 
factory and shop may become closer allies of the school as educational 
agencies. 

An examination of industrial conditions and needs reveals a 
peculiar element in the educational problem of the industries, that 
industrial education must be adapted to local requirements. In 
public education the school in some degree reflects local life and 
offers optional courses in high schools, but for the most part our 
public schools give the same instruction to all children of a community 
and of different communities. Such general plan may serve the 
purpose of manual training and other cultural school arts, which have 
vocational value, but can in no way meet the needs of industrial 
education. The true industrial school will best serve its community 
by taking the hint from neighboring shop and factory. It must 
adapt its instruction to local needs. Instruction having wide appli- 
cation will, of course, become general; but much special school in- 
struction and practice will be required to meet the needs of various 
industries. 

Many thoughtful citizens believe that, if America is to maintain 
her present position, or seek to improve it, in productive industries, 
there is imperative need of the development of an efficient system of 
industrial education. That Rhode Island has no less need than other 
states in this direction is shown by the large per cent of her popu- 



44 COMMISSIONER OF PUBLIC SCHOOLS 

lation engaged in productive industries. In truth, it hardly needs 
to be pointed out that, if a public system of industrial education is 
needed anywhere, it is required in Rhode Island, because of the variety 
and extent of her industries, her leadership in certain great manu- 
facturing interests, her concentrated population, and the excessive 
number of her people employed in shop and factory. That this 
need is recognized not only by leaders of industry but also by public- 
spirited citizens has been indicated in the preceding section. 

Agriculture in its development of recent years also presents educa- 
tional needs of its own. Changes in methods, machinery, marketing, 
and class of workmen, as well as more scientific practice and tendency 
toward intensive farming, are calling for a public education that shall 
supply, more effectively than it now does, the needs of agricultural 
pursuits and justly serve the great public interest of agriculture. 
The fact of such need has long been recognized, as evidenced in the 
addresses and resolutions of farmers' institutes and grange meetings. 

Industrial commissions of investigations in other states report 
conditions and needs similar to those in this state. While these 
commissions recommend various remedies, they agree substantially 
in a recognition of the need of industrial education. A suggestive 
example of such general verdict is a summary of the results of an 
investigation made in New Jersey, which follows : 

"(1) As the direct outcome of modern industrial conditions — 
factory organization, the introduction of machinery, and "piece- 
work" — the apprenticeship system has been virtually abandoned as 
a means of instructing the young in the various trades. (2) There 
is a lack of skilled and efficient workmen, and this will be largely 
increased unless a better means of vocational training is found. 
(3) Although the compulsory attendance period in the public 
schools has been gradually extended, the schools have not been able 
to offer vocational training. Fully ninety-five per cent of the pupils 
leave school between the ages of fourteen and seventeen, and without 
having formed any idea as to what trade or vocation they should 
follow; in consequence, they drift into occupations, rather than select 
those which might be most nearly suited to their aptitudes, and 
their progress is generally arrested at an early age, because of the 



INDUSTRIAL EDUCATION 45 

restricted character of their experience, and the failure to receive 
supplementary instruction. (4) The trades have become so special- 
ized that there is but little chance for a learner to go beyond the 
narrow limits of the work to which he is assigned, unless he has supple- 
mentary training. (5) The workers, mechanics, or craftsmen in the 
several trades are deeply sensible of their lack of opportunities for 
vocational training during the early years, and grown men among 
them would gladly take advantage of industrial schools, if these 
institutions were established. (6) Although business conditions 
are such that the employers, in most instances, have neither the time 
nor the inclination to conduct vocational school within the factories, 
they would gladly welcome any suitable means of providing the 
workers with the instruction which the latter require. (7) There 
is an urgent demand for facilities for industrial education to supple- 
ment the training of the shops." 

The need of industrial education is felt not only in the shops and 
on the farms, but in the schools of the State. Public education 
should be dominated by the vital interests of society rather than by 
tradition. Itself a part of social and industrial life, the public school 
must adjust itself to changing conditions and respond to new economic 
and social demands. In its training for citizenship, it must realize 
that efficient citizenship includes industrial or productive citizenship. 
If Rhode Island is to provide efficient industrial education, not only 
must distinctive industrial courses and schools be developed, but the 
whole school system must provide an elementary training to serve as 
a suitable basis or preparation for subsequent industrial and agricul- 
tural, as well as commercial and professional, education. In a 
broad view, the primary element in public industrial education, 
though not the need felt acutely, is the proper elementary training of 
children who are to enter industrial occupations. Efficiency in many 
pursuits is more or less dependent upon early training, for example, 
in drawing and other manual activities. Industrial and social 
intelligence in the school but makes it more effective in civic educa- 
tion. An enrichment of school studies and activities to meet general 
industrial requirements in no way makes the controlling aim of the 
school vocational; but implies that vocational intelligence and direc- 



46 COMMISSIONER OF PUBLIC SCHOOLS 

tion have value in cultural or liberal education and are vital elements 
in public school education for American citizenship. Following such 
elementary education and resting upon it, special industrial courses in 
existing schools and special industrial schools may best be developed 
and maintained. Whether courses and schools, distinctively indus- 
trial, are to be established as a permanent part of public education, 
■it yet remains that elementary school education needs to be rectified 
and enriched by larger elements of manual training and industrial 
intelligence. 

For the establishment and maintenance of an efficient system of 
practical industrial education, Rhode Island has peculiar advan- 
tages. Her very limitations of territory, her density of population, 
her immense wealth, her commanding industrial intelligence, her 
superior standards of skill in trades and manufactures, her highly 
developed system of public education, her power of cooperative organ- 
ization, and her essential progressiveness give her unexcelled oppor- 
tunities to realize in educational experience the very best forms of 
industrial instruction and training, already conceived or hereafter 
to be evolved. Neither school nor shop offers any serious difficulties 
to the introduction of practical industrial training into public educa- 
tion. The problem, though perplexing and supremely important, 
is susceptible of practical solution through wise legislation and 
administration. The first legislative steps to its solution may 
safely be taken in the light of present knowledge and experience, and 
directed by public needs. 

Among opportunities, the way seems clear for the extension of 
forms of industrial education already established, to other schools 
and communities, the establishment of new industrial schools, and 
the introduction of industrial courses into high schools in response 
to definite local demands. Industrial courses in high schools would 
but follow commercial courses, introduced long ago. The inexpen- 
sive arrangement of the part-time plan, provisions for continuation 
schools, and especially the extension of manual training and industrial 



INDUSTRIAL EDUCATION 47 

intelligence in the elementary schools are all open ways of oppor- 
tunity. 

The attitude of manufacturers and other employers of labor toward 
industrial education, as shown elsewhere in this report, their willing- 
ness to cooperate with school authorities, and their knowledge of 
needs are an advantage of the utmost importance. Effective coopera- 
tion between shop and school in trade and industrial education means 
the larger use of shop with its equipment, in lieu of a school-shop. 
To build school-shops and equip them with machinery adequate to 
meet all the needs of trade education would obviously incur enormous 
expense. Furthermore, it is held by many that the school, however 
well equipped, cannot alone, without the cooperation of the shop and 
factory and of trades, provide efficient training for workmen. To 
reproduce in school actual industrial conditions and operations is 
extremely difficult. The advantages to the apprentice are clearly 
apparent when he receives his practical training in the industry itself 
and receives from the school related instruction for the industrial 
intelligence that the school can give and the shop cannot, except in 
exceptional cases. Not only economy but efficiency calls for coopera- 
tion between school and shop, the one to become more industrial, the 
other more educational. Here appears the reason why so many claim 
that successful industrial education must be directed both by repre- 
sentation of the industries and by school authorities. There appears 
to be but little confidence among employers that the school has the 
willingness or ability alone to provide just the industrial education 
that is needed by workmen in their industries. On the other hand, 
there is a fear among some educators that public education, domi- 
nated by industrial demands, may be directed to serve trades or 
industries rather than the public's children and youth, and thereby 
lose something of its power to train them for a broad American citizen- 
ship, from which avenues should lead to all vocations. It has 
already been pointed out that it seems possible, and is expedient, to 
provide better civic education through the very means of industrial 
intelligence and manual training, and to promote a more efficient 



48 COMMISSIONER OF PUBLIC SCHOOLS 

citizenship by extending vocational public education to serve the 
great public interests of agriculture, trades, and industries. 

Because of the advantages of cooperation between school authori- 
ties and employers and for reasons already given there seems much 
hesitation before any proposition to establish a pure type of trade 
school, supported wholly at public expense and directed by school 
authorities. For cooperative plans, industrial courses, continuation 
schools and other plans, it is believed that there will be prompt 
public response to legislative action. 

This state has another advantage for the development of industrial 
education in her institutions capable of training teachers and super- 
visors for such work. To secure efficient teachers for new forms of 
instruction and training is always a serious difficulty. Already 
the Rhode Island Normal School, in regular courses and Saturday 
extension classes, is preparing teachers for manual training and house- 
hold arts. By means of a summer session it may give such training 
to large numbers of teachers in service. The Rhode Island State 
College provides a preparation for teachers of agriculture, home 
economics, and mechanic arts. Brown University offers a technical 
education in its scientific departments applicable to many industries. 
The Rhode Island School of Design presents many courses related to 
industrial education, and in its work has done much to prepare the Way 
for the introduction of useful arts into the public schools. It is 
believed that graduates of these and other institutions, also trained 
in the experience of shop and factory, are available as teachers and 
supervisors for industrial instruction. Certainly they may provide 
for future needs when those needs are known. 

In these opportunities for industrial education in Rhode Island 
appears a distinctive economic advantage. Probably nowhere else 
can adequate industrial education be provided at less expense. Our 
concentrated population, the willing cooperation of employers, and 
our institutions for the preparation of teachers, make it possible to 
establish industrial education at minimum expense. As no other 
state has greater need of industrial education, so no other state has 
better opportunity for establishing and maintaining it. 



INDUSTRIAL EDUCATION 49 

VIII. Aims in Public Education. 

In the preceding pages of this report the facts of industrial educa- 
tion have been arranged and presented with the hope that they 
might indicate what legislation relating to industrial education is 
advisable in this state. In keeping constantly in view the industrial 
aim, the broader aims in education may not have received full recog- 
nition. The general purposes of public education are paramount, and 
provisions for the special element of industrial training may most 
wisely be made with due regard for our entire system of education, 
which had its beginnings with the State itself. To conserve and 
strengthen public school education for its broad purposes, as well as 
to meet special needs, should be the aim of any legislation for indus- 
trial education. 

The broad aim and recognized function of public school education 
has been a preparation for intelligent citizenship, such education 
being supported by government as the safeguard of civil rights and 
political institutions. Such aim does not necessarily exclude the 
narrow view of the parent, that education is to prepare children 
to earn a living, or of the employer, that education is to train children 
for efficient work. Most criticism of the school is for its seeming 
failure to fulfill the narrower purposes; but formerly education was 
not supposed to train a workman, but to make a workman intelligent. 
Now the school is asked to help train the workman for productive 
efficiency. In responding to this new public demand, the broad 
purpose of school education is not to be supplanted by a narrower 
aim, but energized by new life. The school is to educate better 
citizens by training better workmen; but the making of good citizens 
is still the chief business of the school. 

To meet new social and economic demands, no radical change, but 
gradual evolution, in our school system seems necessary. To supply 
the pressing needs of industrial education, our schools must be modi- 
fied and supplemented, just as they have been in the past, to respond 
to new needs. It should not be forgotten that the school has always 



50 COMMISSIONER OF PUBLIC SCHOOLS 

made for intelligence, even industrial intelligence. "A command of 
English, a command of numbers, and a command of drawing are 
tools of every workman's trade." It is well to remember that our public 
school system is a constituent part of our civilization, and itself is 
animated by American intelligence, energy and practical sense. 
Properly modified and supplemented, it can and will assume its 
newer duties of industrial education, when so directed by the public 
will and necessary means are provided for such end. 

IX. Summary of Observations. 

The foregoing considerations seem to justify the following con- 
clusions: 

1. That twenty-nine states have enacted laws to establish and 
maintain industrial education evidences a widespread demand for 
more efficient workmen in productive industries. The movement is 
worldwide. 

2. The apprenticeship system no longer trains intelligent and 
skillful workmen. Specialization in modern industry does not make 
for industrial intelligence. The workman's progress is barred by 
lack of vocational training, which shop or factory can rarely give; 
and productive efficiency in industries is lowered. 

3. A remedy is sought in public vocational education. Schools 
of different aims and kinds have been established and are supported 
and directed in various ways. 

4. In the establishment of industrial education, there are two 
general lines of effort: one, to modify existing schools for industrial 
instruction; the other, to establish a distinct class of schools for the 
same purpose. Each may need the cooperation of employers. 

5. In the variety of law and practice some general characteristics 
may be observed. All industrial schools have the same underlying 
purpose. Provisions are chiefly made for children above the com- 
pulsory school age, evidently to redeem the "waste-years" from 
fourteen to sixteen, and to less extent for younger children "marking 



INDUSTRIAL EDUCATION 51 

time " in elementary grades. To adapt industrial instruction to local 
needs is general. 

6. For efficient industrial education it is generally accepted that 
the state must assume a larger share of support and direction than 
obtains in general public education. That the state take the initia- 
tive not only in legislation but in organizing schools is generally 
recognized as necessary. Industrial education seems regarded by 
legislators in many states as a great public need, demanding the im- 
mediate attention of the state. 

7. Public education in Rhode Island is chiefly liberal or cultural in 
its aim. It offers several examples of vocational preparation, but 
presents few types of practical industrial training. It does not meet 
the needs of modern industrial organization. 

8. There is a strong demand in Rhode Island for industrial educa- 
tion. Examination of conditions discloses as great need in Rhode 
Island as elsewhere. Needs, demands and opportunities justify 
legislative action. 

9. The demand comes not only from the progressive industrial 
leader but also from the practical educator, one seeking more intelli- 
gent workmen, the other seeking a better education of youth. Both 
tend to the same end, to strengthen a weak part in public education. 

10. The general purpose of public education may include indus- 
trial aims. Schools need only to be modified and supplemented to 
meet the just demand of industry. 

11. The schools will respond to new social and economic demands 
when the public so direct and provide necessary funds. 

12. Effective legislative action would give an impetus to the 
development of industrial education in Rhode Island. 

13. The state may promote industrial education along two lines 
(1) to improve elementary education by encouraging manual arts 
and industrial intelligence, and (2) to meet industrial needs by co- 
operating with local school authorities in establishing and maintain- 
ing industrial courses and schools. Generous state aid is essential to 
secure immediate and substantial results. For the first object 



52 COMMISSIONER OF PUBLIC SCHOOLS 

indicated, state aid may be rendered for equipment, following pre- 
cedents in this state. For the second purpose, experience in other 
states suggests that it be given for special industrial instruction. 

14. The proposed legislation of 1909 embodied sound principles 
and safe practice in state educational administration. 

15. The state may wisely make general provisions for the support 
and supervision of industrial education and entrust to towns and 
cities the choice of special types of schools or courses best adapted 
to their needs. Such types may include elementary industrial educa- 
tion; continuation and industrial evening schools; agricultural and 
industrial courses in high schools; industrial or agricultural high 
schools, to be established by city or town or by a union of towns. 
Part-time arrangements do not seem to need state aid. In all 
elementary schools, manual arts should be promoted; and nature 
study, school gardens and a study of agriculture should be encouraged, 
especially in rural schools. 

16. The time does not seem ripe in Rhode Island for the estab- 
lishment of state trade schools. It is doubtful whether it will ever 
assume the responsibility and expense involved in such venture for 
vocational education. 

X. Recommendations. 

In compliance with the provisions of the resolution authorizing 
this report, the following suggestions for desirable legislation are 
presented for consideration : 

1. State aid for equipment in manual training, household arts 
and school gardens, corresponding with aid already given for similar 
purposes, to encourage elementary industrial instruction. 

2. To provide additional state support to evening schools that 
offer industrial courses. 

3. To encourage the establishment of continuation schools with 
the cooperation of employers. 

4. To promote the introduction of industrial and agricultural 



INDUSTRIAL EDUCATION 53 

courses into existing high schools, the state to share in determining 
proper courses and in defraying the expenses of special instruction. 

5. To offer state cooperation and support to towns and cities for 
the establishment of industrial high schools, or of schools related to 
this class. 

6. To carry out one or more of these purposes, legislation is 
essential to safeguard the interest of the state in the following par- 
ticulars: state approval of courses and schools; properly certificated 
teachers ; required number of pupils to warrant state support ; limita- 
tions and applications of state aid; and perhaps ways and means to 
promote industrial education on the part of the state. The sugges- 
tions given have one general purpose, to provide state support and 
cooperation and leave to towns and cities the opportunity to deter- 
mine the kind or kinds of industrial education they need. 



APPENDIX. 



SUPPLEMENT A 



A HISTORY OF INDUSTRIAL EDUCATION 

By Arthur J. Jones, Rhode Island Normal School 



Industrial training is as old as industry itself, but industrial educa- 
tion is of very recent origin. Industrial education, as the term is 
used to-day, refers to training or education along industrial lines which 
is given, not in the shop itself, but in an institution more or less sepa- 
rated from the shop. 

In the time of ancient Athens there were many people engaged in 
industrial occupations of various kinds. From the specimens of their 
work which have been found, we know that many were very skillful. 
At that time the secrets of each particular industry were handed 
down from father to son, and no attempt was made to give any general 
training along industrial lines. Athenian citizens seldom if ever were 
engaged in these occupations, for such work was considered to be de- 
grading. Aliens residing in Athens and slaves performed practically 
all of this kind of service. Yet, even for the Athenian boy, there were 
many opportunities in his daily life for acquiring those manual and 
industrial elements now found only in industrial occupations. Girls 
received their training at home in cooking, sewing, spinning, weaving, 
and all the other arts of the housewife. 

The schools, meanwhile, were devoted to purposes far removed 
from these. They offered instruction in language, literature, 
mathematics, and some science, to those who never intended to enter 
industrial occupations. On the one hand, they were intended to give 
such training as would enable one to spend pleasantly and profitably 



58 COMMISSIONER OF PUBLIC SCHOOLS 

the leisure time of life, when it was not necessary to be engaged in 
any kind of work. This developed into an education merely for 
the leisure class, those who did not need to work. Hence any train- 
ing of an industrial character would defeat the end for which the 
education was provided. Again, the general system of education 
provided a training for those who were intended for the so-called 
" higher" occupations, such as that of the statesman (or politician), 
the orator, later the lawyer, the physician, the clergyman; all these 
needed more training in different departments of language and in 
abstract thought than did those who entered industrial occupations. 

This fact must also be kept in mind, that industry was based not 
on science as now but on experience, i. e. the facts of industry were 
discovered largely by accident and handed down with little or no 
attempt to discover the underlying laws or to work out general 
scientific principles. Science, among the Athenians, arose in re- 
sponse to the demand of the leisure class for the discovery of new 
things, of the underlying causes of things; it was thus closely linked 
with philosophy. It is only comparatively recently that science 
has been harnessed to industry. 

Thus the trade and the school, as science and industry, grew up 
as distinct parts of social life, and industrial training and education 
were thought of as entirely separate. This was especially true during 
the best days of Greece and Rome. 

The learning of the Greeks and Romans and their great skill in 
industry were all but extinguished by the onrush of the barbarian 
hordes that came down from the north and overran and overthrew the 
weakened Roman empire. It is to the monasteries that we owe not 
only the preservation of much of the classical learning but also the 
secrets of the skilled industries. During these troubled times the 
monks were practically the only skilled artisans. Connected with 
many of the monasteries were shops or stalls for workers in metals 
and leather, blacksmiths, carpenters, masons, and all other kinds of 
skilled workmen. These monks not only did most of this kind of 
work, but also taught the secrets of the industry to others, laymen. 



INDUSTRIAL EDUCATION 59 

The great commercial and industrial development of Europe imme- 
diately after the Crusades produced great changes in industrial life, 
which in turn influenced general education. Cities grew up rapidly 
and became independent. Merchants and traders grew wealthy and 
gained greater power than ever before. They began to make demands 
on the schools, both for more schools and for a more practical educa- 
tion. This resulted in the substitution of the mother tongue for Latin 
as the basal language in many schools, and in the establishment of 
schools where such practical subjects as commercial reckoning and 
commercial writing were taught. Guilds of skilled workmen were 
formed which systematized and controlled the work of the apprentice 
and made of it a very valuable industrial training. These guilds 
grew up in all the European countries and have had a very great 
influence on the development of industrial education. In Germany 
especially, and also in London, they have been continually active in 
this direction. 

The apprenticeship system of training for industries seemed to be 
sufficient for the first stage in the development of industry, the stage 
of handicraft, in which there were a small number of master craftsmen, 
each of whom had a few journeymen and apprentices, and in which 
each worker produced the complete article. Very soon, however, 
new explorations, increased facilities for transportation, the rapid 
increase in urban population, and other changed social and economic 
conditions, resulted in new and increased demands on industry. 
The handicraft stage gradually changed to the stage of manufacture 
in which there were grouped together numbers of workmen who 
produced the complete article by a division of labor, each doing a part. 
It was more economical of time and energy for each worker to spe- 
cialize on one part of the product. There was no longer the same 
necessity for each worker to know how to make the complete product. 
Competition was keen and success depended not only on the quality 
of the product but on the quantity produced and on the rapidity of 
its production. A different type of training became necessary. The 
exigencies of industry left the master workman less time to devote to 



60 COMMISSIONER OF PUBLIC SCHOOLS 

the training of his apprentices. As a consequence, the apprentice- 
ship system no longer provided as thorough an industrial training as 
formerly. 

Finally has come the stage of modern industry, in which the article 
is produced by machinery driven by power and in which the duties of 
the worker are limited to superintending and correcting the per- 
formances of the mechanical agent. 

Both of these changes in industry have profoundly affected the 
training of industrial workers. An altogether different type of 
education and training is necessary from that of the older time. 
Changed conditions, especially the introduction of machinery, have 
relegated to unskilled labor many activities which formerly required 
skilled workmen, and the work of the skilled laborers has constantly 
changed in character. Now it frequently or nearly always requires a 
higher type of training or skill than formerly. Hence has come about 
the great and pressing need for some adequate provision for the train- 
ing of our industrial workers in all varied lines of industry. 

Recently the demand for industrial education is making itself 
felt from an entirely different quarter. The modern home no longer 
furnishes the industrial and manual training given formerly in the 
home. The demand is becoming more and more insistent that it is 
the duty of the school to furnish to rich and poor alike these industrial 
elements which we now consider so important an element in all educa- 
tion. 

Germany. 

The German people have always been famed for their industrial 
and commercial ability and enterprise. Their ambition has been 
largely along the line of commercial and industrial supremacy. 
These forces worked together for centuries, but were held in check by 
obstacles against which no other nation has had to contend. Before 
the time of the unification of the German empire in 1871 the country 
was but a loosely jointed confederacy with no unified administration 
and no common purpose. Each principality or kingdom was a law 



INDUSTRIAL EDUCATION 61 

unto itself. The energy of the people was dissipated in petty struggles 
and disputes over multitudinous internal customs and duties. Sev- 
eral attempts were made to remedy this condition but with only 
partial success. 

When the empire was established these conditions were changed. 
Germany had a strong centralized government which was able to 
unify and coordinate all her forces. At the same time her military 
success made her conscious that she was a world power and by 
securing political freedom set loose all the latent forces which had 
hitherto been repressed by adverse circumstances. 

Very early the German people recognized that schools for technical 
and industrial training were the means by which industrial and com- 
mercial supremacy could be best accomplished. In the eighteenth 
century there were a number of industrial or trade schools for the 
training of workers in various trades. These were all very elemen- 
tary in character and aimed merely to supplement the training given 
to the apprentice by the master. In the beginning of the nineteenth 
century these trade schools increased in number and in importance, 
largely on account of the change in industry already noted. Among 
these were schools for instruction in the mining, the textile, and the 
building industries. Training of an industrial character was some- 
times given in connection with the Sunday schools, which had long been 
established. These had increased in number and, instead of instruc- 
tion on Sundays, held their sessions mostly on weekday evenings. 
Since the pupils who attended these classes were almost entirely 
engaged in industrial occupations during the day, it came about that 
special emphasis was placed on certain subjects other than the usual 
school subjects. Thus grew up "drawing schools," "merchant 
schools," "trade schools," "commercial schools," etc. Thus these 
schools gradually took on the character of industrial schools and 
to-day form a very important part of the system of industrial educa- 
tion. 

Another type of school which has greatly aided Germany in the 
establishment of industrial schools is the "real" school. These 



62 COMMISSIONER OF PUBLIC SCHOOLS 

schools in their earlier stages attempted to combine general and 
industrial education in the same institution by associating special 
trade courses with general educational courses. The first institution 
of this kind was founded about the middle of the eighteenth century 
but was shortlived, largely because it attempted to cover too much in 
its courses. The plan as outlined was "to offer instruction in every- 
thing and to everybody, including the learned man, the official, the 
mechanic, the merchant, the miner and the agriculturist." 

At the beginning of the nineteenth century a number of technical 
"high schools" or colleges which later developed into engineering 
schools were established, thus affording technical training of the 
highest type. 

For the reasons that have already been noted these industrial 
schools languished during the first part of the nineteenth century. 
The various types of schools were, however, gradually taking form 
and adjusting themselves to new conditions. 

The first great "World's Fair," held in London at Hyde Park, in 
1851, opened the eyes of the Germans to England's supremacy in the 
commerce of the world and made them realize that something must be 
done if they were to compete successfully with her in commercial and 
industrial fields. Several attempts were made through societies and 
other organizations to unite on some plan, but with only partial suc- 
cess. After the establishment of the Empire all these forces were 
united and "every resource of a paternalistic government was 
brought to bear to create efficiency in producing and efficiency in 
selling." 

There has resulted the most efficient and thoroughgoing system 
of industrial schools to be found in the world. Every class of indus- 
trial worker from the lowest artisan to the director or owner of a 
great industrial establishment is provided for. This specialization 
of industrial and technical schools is the most characteristic feature 
of the German system. There are technical colleges, secondary and 
intermediate technical schools, schools or museums of industrial art, 
schools for foremen, schools for the building trades, schools for 



INDUSTRIAL EDUCATION 63 

textile workers, trade and industrial continuation schools, part-time 
day schools, drawing schools and many others. These schools are- 
scattered about throughout the Empire wherever the demand is 
manifested. The curriculum varies with the needs of the community 
and the special class of worker. These are by no means all public 
schools, but most of them are supported at least partly by the govern- 
ment. They can legitimately be called a part of the educational 
system of the German people. 

It is well to note that such a system of schools presupposes that 
the young person at a very early age has pretty definitely determined 
the career into which he expects to enter and will govern his educa- 
tion accordingly. The aim is to prepare the young people for a defi- 
nite, rather narrow, vocation. The thought of the need for industrial 
elements in general education for all classes of people regardless of 
occupation has as yet made little impression in Germany. 

United States. 

The people of the United States, relying on their vast and unde- 
veloped natural resources, upon "Yankee ingenuity " and upon 
skilled foreign workmen, did not feel the need of any general provision 
for industrial education until after the middle of the nineteenth 
century. 

Industrial education in colonial times was confined entirely to the 
training received by the apprentice and to the provision, which was 
quite general, that the overseers of the poor should see that proper 
provision was made for teaching orphans and poor children various 
industrial occupations. This, however, had little or no influence on 
modern industrial education. 

The first indication of any attempt to meet the needs of apprentices 
and other industrial workers is undoubtedly the establishment of 
classes in industrial and mechanical drawing by the various mechanics' 
institutes and like organizations. The instruction was, for the most 
part, given in the evening and was for the benefit of apprentices. 



64 COMMISSIONER OF PUBLIC SCHOOLS 

Franklin Institute, Philadelphia, had such classes in 1824; Ohio 
Mechanics' Institute, Cincinnati, in 1828. Several other organiza- 
tions started classes of the same character before 1850. Many of the 
first evening high schools established after 1856 had a strong tendency 
in the industrial or semi-industrial line, as indicated by the name of 
the O'Fallon Polytechnic Institute of St. Louis, and the Artisans' 
Night School of Philadelphia. These schools, however, gradually 
assumed the character of the regular high school, thus losing what 
little industrial character they had. 

In Massachusetts, drawing received more attention than in any 
other state. In 1870 a law was passed compelling all towns of ten 
thousand inhabitants and over to give free instruction in mechanical 
and industrial drawing to persons over 15 years old, either in day or 
evening schools. Although this would not now be considered to be 
industrial education, it was at the time intended to promote industrial 
education. In 1872 a very important step was taken by the same 
commonwealth, when permission was given to any city or town to 
establish and support industrial schools, in which instruction might be 
given in the arts and in the various trades and occupations. It is 
true no city took advantage of this permission until 1898, when the 
Springfield Evening School of Trades was established, but the passing 
of the law clearly shows the purpose in the introduction of drawing 
into the schools. 

Another influence which must be considered in tracing the develop- 
ment of industrial education is that of the various institutes of tech- 
nology and colleges of mechanic arts. These have affected industrial 
education proper mostly indirectly but none the less forcibly. The 
first of these to be established in this country was the Renssalaer 
Polytechnic Institute, which was established in 1824. The Morrill 
Land Grant Act of July 2, 1862, had a powerful effect on the estab- 
lishment of such institutions. This, combined with the great com- 
mercial and industrial expansion immediately succeeding the Civil 
War, led to the rapid establishment of many agricultural colleges 
and colleges of mechanic arts throughout the country. In some of 



INDUSTRIAL EDUCATION 65 

these, especially those for the negroes, the character of the educa- 
tion is distinctly industrial and they have been of great assistance 
in the industrial training of the negro. With these exceptions, this 
type of school is not intended to train workmen or even to develop 
foremen. They aim to produce the technical expert, the superin- 
tendents of agricultural and industrial production. 

Interest in some phases of industrial training was quickened by the 
various exhibits of drawing in the Centennial, in 1876. Of even 
greater interest were the exhibits of Russian schools in metal and the 
Swiss schools in wood (sloyd). Even before this, various experi- 
ments in industrial education were tried. In 1870, in Boston, the 
girls were required to take sewing and in 1874, in Jamestown, New 
York, typesetting was offered to both boys and girls. These efforts 
were spasmodic and did not result in any well formulated scheme of 
education along industrial lines. Has there been in the United States 
at that time a strong, centralized, educational authority, as in Ger- 
many, we would probably have had long ago a complete system of 
industrial schools. These efforts, however, clearly showed that the 
public was conscious of a lack of a closer relationship between the 
school and industrial occupations. That this was true is shown by 
the eagerness with which the idea of manual training was received, 
especially by the patrons of the school. The Manual Training School 
connected with Washington University, St. Louis, opened its classes 
in 1880, and was immediately followed by the establishment of man- 
ual training high schools in other cities, some public high schools, 
some under private management. It was not until nearly 1890 that 
manual training was taught in the elementary school. 

The public eagerly welcomed the introduction of manual training, 
with the idea that in some way this would bring the much desired 
industrial or practical elements. It was freely said that these schools 
and classes were just what was wanted, because they would give every 
boy an opportunity of learning to be a carpenter. But they were 
doomed to disappointment. The leading educators deprecated this 
utilitarian aspect of manual training. It should not be saddled to 



66 COMMISSIONER OF PUBLIC SCHOOLS 

ai^thing practical. Its purpose was to train the eye and the hand 
together, to exercise the powers of observation, to train the reasoning 
power, and to strengthen the will. Consequently the work was en- 
tirely formal, there was no useful end in view, the type exercise was 
the universal form in which hand work appeared. This was nearly 
as far removed from industrial education as were the formal studies 
of the school curriculum. 

It was not until the beginning of the present century that we 
began to understand that if manual training is to be of much value it 
must be considered not as a mere formal exercise but as a means of 
expression of ideas which the child has and needs to express; "a 
means of expression in terms of form, color, materials, muscular 
activity, and concrete ends; a means of expression which is peculiarly 
adapted to child life." Thus manual training has again taken the 
direction originally pointed out and now aims to interpret the fields 
of art and industry in terms adapted to child life and to the limita- 
tions of the school. 

The definite attempts to train industrial workers in schools in this 
country are of recent origin. These schools may be classified, on the 
basis of control and support, into public schools and private schools. 
Each of these in turn may be divided, according to the people reached, 
into schools for those who are already at work, or continuation 
schools, and apprenticeship schools, and those that aim to give a 
preparatory training before the beginning of the industrial work. 

For many years considerable attention has been given by various 
manufacturing firms to the education or training of their apprentices. 
Among the establishments that have conducted successful schools, of 
this kind are the Baldwin Locomotive Works, Philadelphia; National 
Cash Register Co., Dayton, Ohio; Yale and Towne Manufacturing Co., 
Stamford, Connecticut; Brown and Sharpe Manufacturing Co., 
Providence; General Electric Co., Lynn, Massachusetts. These 
efforts have been sometimes successful, sometimes not, but they 
always aim at the production of foremen or expert machinists and do 
not aim to train the ordinary industrial worker. They are, of course, 



INDUSTRIAL EDUCATION 67 

limited in their scope; they train for a particular occupation in a 
particular establishment and admit only a limited number of appren- 
tices. 

Other agencies which help those who are at work to gain further 
industrial training are the classes of the Y. M. C. A., and the Y. W. C. 
A., correspondence schools, and many of the public and private even- 
ing schools. The instruction in these schools is mostly of a technical 
character, but in many classes definite industrial training is given. 

The number of people availing themselves of these agencies, inade- 
quate as they are, shows again the widespread need of some form of 
preparatory industrial training. 

Trade schools are of still more recent origin. The first trade school 
in this country, the New York Trade School, was founded in 1881, 
and was a private enterprise. Up to 1900 only two other schools of 
this kind were established, the Williamson Free School of Mechanical 
Trades, near Philadelphia, and the Baron De Hirsch Trade School, in 
New York, both private enterprises. Even to-day the number of 
these schools, both private and public, is comparatively small. 

In 1907 the Milwaukee School of Trades, a private institution, was 
taken over by the city in accordance with the provisions of a state law. 
This was the beginning of public trade schools. Since then other 
public trade schools have been opened in Philadelphia, Pennsylvania; 
Portland, Oregon; and Worcester, Massachusetts. 

Another interesting experiment in industrial education is the part- 
time or cooperative plan, by which groups of boys work in the shops 
part of the time and attend school the remainder of the time, one 
group alternating with the other. This plan is being tried in Fitch- 
burg, Massachusetts; Beverly, Massachusetts; Pittsburg, Pennsyl- 
vania; Cincinnati, Ohio; and lately in Providence. Since these are 
still in the experimental stage, it is not possible to decide whether 
they will be successful. It seems probable, in view of the great 
advantage accruing that some modification of this plan will be 
generally used. 

Since the report of the Massachusetts Commission on Industrial 



68 COMMISSIONER OF PUBLIC SCHOOLS 

and Technical Education, in 1906, interest has been aroused in the 
intermediate industrial school or preparatory trade school for boys 
and girls from 14 to 16 years of age. " The aim of these schools is not 
a specialized trade training, but such instruction in the processes 
fundamental to several trade groups that will give an advantage to the 
boy of 16, whether it be to enter upon the work of the mill or factory 
or to take up the task of learning a skilled trade." Schools of this 
type have been established as parts of the public school system in 
Rochester, Albany, and New York City, New York, and in New 
Bedford, Mass. 

Coincident with the movement for special schools of various kinds 
for definite instruction in industrial work, has come the demand for 
industrial elements in our regular school course. Changed industrial 
and social conditions have produced a great change in home life. 
The home of to-day no longer furnishes that industrial and manual 
training which was formerly given in the home, and which is coming to 
be considered so essential for all. It is urged with good reason that 
the school must make up the deficiencies of the home in this respect ; 
that some industrial training is necessary for all. From the point of 
view of development and culture, it is even more necessary for those 
not intending to enter an industrial occupation than for those who do 
so. So far, the United States seems to be the first to recognize this 
fundamental need. This belief has resulted in various attempts from 
time to time. Some of these attempt to group the school studies and 
activities around certain typical industries, while others attempt to 
give certain fundamental principles and operations underlying the 
industries, and to correlate the other work of the school as much 
as possible with these. Others are looking to a modified manual 
training to supply this need. It is still too early to decide whether 
these attempts will be successful, but the idea has become firmly 
fixed, and some way will be found for the embodiment of this princi- 
ple in American education. 



SUPPLEMENT B 



DESCRIPTIONS OF TYPICAL FORMS AND SCHOOLS OF 
INDUSTRIAL TRAINING 

BY 

William W. Andrew, Assistant Commissioner of Public Schools 



I. Manual Training and Domestic Economy in Rhode 
Island Normal School. 

The work in manual training in the Rhode Island Normal School 
is representative of the most modern ideas in handwork as a cultural 
subject. It may be divided into manual training for the pupils in 
the observation school, courses for students in the training depart- 
ment and extension courses for teachers. 

Handwork extends through the eight years of the elementary 
course. In grades one to four, it is correlated with the work in draw- 
ing and consists of weaving iron holders, mats, doll's hammocks, small 
rugs and models allied to these in the interests of the children; free 
and directed paper cutting and folding; raffia and reed work in simple 
basketry and mats; cardboard construction in boxes, envelopes, tags, 
sleds, portfolios, match holders, picture frames, and models of a 
similar nature. In the fifth grade, the boys spend one hour per week 
in the manual training room in fret sawing and in the construction of 
simple objects involving two dimensions; the girls, one hour per week 
in sewing. In the sixth and seventh grades, the boys spend three 
hours per week in the manual training room working out simple prob- 
lems in the construction of useful articles, such as nail boxes, knife 



70 COMMISSIONER OF PUBLIC SCHOOLS 

boxes, bread boards and simple physical apparatus; the girls spend 
three hours per week in cooking. In the eighth grade, the boys spend 
four hours per week in the manual training room, and having become 
used to handling tools, the work is more progressive in the use of 
tools and their sharpening, and in the exercises. Foot stools, tabou- 
rets, book racks, and such models in simple furniture are offered in 
this grade, and also work for the school in constructing apparatus and 
ordinary repairing. Interest and usefulness are the underlying 
ideas in all the work, which is given in such a manner that the prin- 
ciples taught may be applied in the home. The girls spend four hours 
per week in machine sewing, cutting and fitting. 

The course for teachers aims to present the work in such a way 
that the student is well equipped to teach these subjects in the public 
schools of the state. One and a half hours per week are required for 
the first term in cooking, and forty-five minutes per week for the first 
year in construction work in raffia and cardboard; and in book bind- 
ing and chair caning. For the second half year, there are electives 
in sewing, of one and a half hours per week, and in manual train- 
ing and cooking of three hours per week each. The work of the 
second year is wholly elective and is designed for students who wish 
to specialize in advanced manual training and domestic economy. 

The Saturday Extension Courses for Teachers, opened last year 
for the first time, are exceedingly popular. It has been found neces- 
sary to limit the attendance because of inadequate facilities to supply 
the demands made for admission. Three courses are offered as 
follows, the first two covering fifteen lessons of one hour each, the 
third covering six lessons. 

a. Bench work in wood, designed to give some skill in the use of 
wood working tools, together with a knowledge of the principles which 
govern manual training. 

b. Work adapted to primary and lower grammar grades, such as 
paper folding and cutting, cardboard construction, elementary book 
binding, hand loom weaving, and cane seating. 

c. Sewing. 



INDUSTRIAL EDUCATION 71 

II. Rochester Factory School. 

The Rochester Factory School was opened December 1, 1908, 
under the law of the State of New York ; passed in May, 1908, giv- 
ing aid to general industrial and trade schools. It has for its aim 
the training of boys along general industrial lines and in the funda- 
mental principles pertaining to certain trades, but it does not aim to 
teach a trade. It aims to develop efficiency and rapidity in execu- 
tion so that those who go out with a diploma will be better fitted to 
enter their chosen trade than they would be under other conditions. 

The establishment and control of the school are in the hands of 
the local school board; the course of study, however, must be ap- 
proved by the Commissioner of Education and there is an advisory 
committee, representing the industries taught, to counsel the school 
authorities The state contributes annually $500 for the first teacher 
and $200 annually for each additional teacher. 

The school is free to any of the boys in the city who are in the 
sixth grade or above and who are fourteen years of age. The courses 
offered are cabinet making, carpentry, electricity, plumbing, art 
drawing, machine design. The length of each course is two years, of 
forty weeks and thirty hours per week. The school is in session from 
8:30 until 11:30 and from 12 until 3 o'clock. Time clocks and time 
cards similar to those of industrial establishments are in use. 

The work of each course is as follows: shopwork, 15 hours weekly; 
shop mathematics, 5 hours weekly; drawing, 5 hours weekly; English, 
2J hours weekly; industrial history or geography, 1J hours weekly; 
spelling, 1 hour weekly; electrical theory in electrical course, 3 
hours weekly. 

On October 1, 1910, the ages of the boys were as follows: — 13 
years, 15 per cent.; 14 years, 33 per cent.; 15 years, 41 per cent.; 
16 years, 10 per cent. ; 17 years, 1 per cent. They live at all distances 
from the school, 39 per cent, living within 3 miles. No graduation 
time is fixed, it being the intention to have the boys enter at any 
time and leave when the prescribed course is completed. The pupils 



72 COMMISSIONER OF PUBLIC SCHOOLS 

who had attended the school and left, up to November 16, 1910, are 
accounted for as follows : 

Returned to other schools 25 

Classified trade work 30 

Unclassified work 20 

Out of city 7 

Unknown 38 

The number of boys returning to other schools is mainly due to the 
location of the Rochester Shop School, and others returned to receive 
a higher standard of grade work before entering the practical work. 
The number of boys working at unclassified trades is due to the fact 
that many were too young to be admitted to the trade. The highest 
commendation had been received from foremen concerning the boys 
received from this school. This commendation gives the boys a 
reputation for rapidity, accuracy, ability, and capacity for more 
rapid advancement in position and wages over boys received from the 
grammar schools. 

The outline of work in the various departments is as follows : 

Cabinet Making Department. 

Assembly room. — Names and uses of tools with instructions as to 
their handling and care; preparation of glue, preparation of joints, 
methods of assembling furniture, " cleaning-up " of furniture, inspec- 
tion of furniture, filing and setting of saws; sharpening of scrapers 
and chisels. Lectures on glue, nails, clamps, screws, dowels, grades 
and kinds of tools, fittings. 

Stock room. — Getting out rough stock, work on cut-off saw, saw 
and band saw, jointing of material, planing of material, making of 
machine joints, setting up of machines, care of motors. 

Lectures on general care of machines, kinds of machines, machine 
joints, matching of lumber, grading of material, arrangement of 
machines, shop methods, shafting, belting, care of motors, sand-paper, 
speed of machines. 



INDUSTRIAL EDUCATION. 73 

Finishing room. — Fitting of furniture locks and fixtures; shellacing, 
staining, varnishing, rubbing, upholstering, making stains and wax. 

Lectures. 

Line of product manufactured during the past two years : 

Two hundred and sixty bookcases, 18 kindergarten tables, 32 salt 
boxes, 25 drawing tables, 12 sewing boxes, 100 toy knitters, 120 
chairs, 24 flat-top desks, 1 dining room table (sample), 62 saw horses, 
25 bench rests, 100 drawing kits, 200 primary looms, 15 "special 
orders/' 12 costumers, 36 manual training benches, and 1 buffet 
(sample.) 

Every article manufactured must be something needed in the public 
school and which the Board of Education would otherwise purchase, 
and must have an educational value. All the product is run through 
in lots of six, with time and stock cards. 

Electrical Department. 

Mechanical work. — Chipping, filing, bending, squaring, drilling, 
countersinking, surfacing, polishing. This work is done in the manu- 
facturing of products needed in the shop school, such as pulley sup- 
ports and guides for book cases, conduit and pipe straps, girder 
clamps and bench stops. 

Sheet metal work, such as the making of zinc plates for wet cells, 
window plant boxes, cut-out boxes, waste and ash cans, motor hoods. 
This work includes the development of surfaces, use of gutter tongs, 
tap and die work, soldering and re-inforcing. 

The making of wet, crowfoot, chloride and dry cells, manufacture 
of telephone and telegraph instruments. 

Lectures, wiring, stripping and splicing of wires, lighting of cir- 
cuits, lectures on static electricity, circuit electricity, electrical cells, 
storage batteries, electrolysis, magnetism, electric current and cir- 
cuits, power work. 

Installing, repairing, testing, and care of D. C. Series shunt, 
compound wound generators and motors. 



74 COMMISSIONER OF PUBLIC SCHOOLS 

Gas engine practice and tests. 

Installing, repairing, testing and care of A. C. generators and 
rotary converters. 

Alternating currents. 

Electrical energy. 

Outside repair work. — The electrical department has charge of 
the repairing of the bells, telephones, gongs, . batteries and lighting 
systems of the public schools of the city; also the installing of new 
work. This affords an opportunity for the boys to secure practical 
experience under ideal conditions. 

The following are examples of the repair work done : 

Repairing lights in manual training room, repairing telephones, 
repairing fire gongs and telephones, repairing motor, installing 5 
H. P. motor. 

Plumbing Department. 

The instruction in this department is designed to give the boy a 
clear insight into the plumbing trade. Students work from their own 
blue prints and designs made in the drawing room, and a high stand- 
ard of work is required in their supplementary instruction. 

Pipes and fittings, plumber's furnace, care and operation; copper 
bit work, preparing and making wiped joints; water supply and 
distribution; lectures on subjects concerning plumber's work; ele- 
mentary plumber's physics; installing of plumbing; tests. 

Hot water circulation and tank pressure systems. 

The changing of the above water supply system to circulating 
system with tank pressure and leave connections for furnace and 
instantaneous water heater. 

Setting up and connecting other fixtures and appliances as follows : 
shower bath, sitz bath, urinal, anti-freezing closets, slop sinks, pantry 
sinks, drinking fountains, gas logs, instantaneous water heaters, 
pitcher spoon and force pumps, water lifts and Ryder pumping 
engine. 



INDUSTRIAL EDUCATION 75 

This department has charge of the plumbing repair work in the 
public schools of the city and the following are examples of the work 
done: repairing closet tank and automatic tilting tank; repairing 
broken water pipes; connecting of gas plate; repairing leak in flush 
pipe; installing basin bowl and repairing basin cocks; repairing sani- 
tary drinking fountain; removing stoppage in basin work. 

Carpentry Department. 

The work in this department aims to give the boys a thorough 
foundation in all wood-working processes. A considerable part of the 
time is devoted to repair work in the public schools, under the guid- 
ance of the instructor. 

Use and care of tools. 

Making of lap joints, morticed and tenon joints and dove tailing, 
application of work in practical shop problems required. 

Work on the roughing in of an ordinary dwelling. 

Lectures. 

Typical examples of repair work: building partitions in cellar; 
laying floors; building teacher's lockers; building supply cupboards; 
building porch; moving portable school building; building of storm 
house. 

Related Subjects. 

Drawing. — A thorough course in shop drawing, based on the special 
needs of each trade, is given to each student. The work varies accord- 
ing to the product and repair work, as the students work from blue 
prints throughout the courses. The instruction is given by lectures, 
blue prints and blackboard work. 

Shop mathematics. — After a thorough review of arithmetic, which 
proves to the instructor the ability of the student, the boy is given 
a course covering the formula of his shop. The shop problems are 



76 COMMISSIONER OF PUBLIC SCHOOLS 

prepared b} r the shop instructors and are in direct correlation with 
the changing work. This work involves arithmetic, algebra, geom- 
etry, and trigonometry. 

Industrial history. — The course in industrial history is taken from 
Thurston's Economics and Industrial History. 

English. — The course deals with the business forms, shop reports, 
ordering of materials and written reports on factory inspection trips. 

Spelling. — The work for this course is selected from the trade 
reports, shop reports, trade journals and from general industrial 
material. 

School of Domestic Science, Rochester, New York. — This school, 
sometimes called the Vocational School for Girls, is under the Depart- 
ment of Education of the city of Rochester. It is situated in a school 
building on King street, occupying four rooms, three of which are 
used as " shops. " The purpose of the school is to prepare girls for 
self-support through some form of skilled labor, to enable girls to 
become intelligent, efficient home makers, and to cultivate higher 
ideas of workmanship. Girls of the sixth, seventh, and eighth grades, 
fourteen years of age and over, are eligible for admission. The ses- 
sions of the school are from 9 to 12 and from 1 to 3 :30 P. M., during a 
term of forty weeks. No tuition is required. 

Cooking, dressmaking and millinery are the three courses offered. 
The instruction in cooking is along the traditional practice in this 
subject in public schools and aims to prepare the student for the prob- 
lems of the home in this subject. The courses in dressmaking and 
millinery aim to make the student of greater value to her employer, 
to reduce her term of apprenticeship, capable of more rapid advance- 
ment, and to place her in a position to earn larger wages. Correlated 
subjects in arithmetic and English are required of all students. 



INDUSTRIAL EDUCATION 77 

II. Industrial Courses in High Schools. 
1. Industrial course in Westbrook (Maine) High School. 

First Year. 

Arithmetic, 4; English, 5; physics, 3; natural science, 2; mechanical 
drawing, 4; shop work, 3; penmanship, 1. 

Second Year. 

Chemistry, 3; civil government, 2; mechanical drawing, design, 4; 
practice of textile manufacture, 5; practice of paper making, 5; 
shop work, 3. 

The figures after a subject refer to the number of recitation periods 
a week. 

Arithmetic. — This course will include commercial arithmetic 
business forms and problems of the industrial world, and is intended 
to give the pupil a thorough knowledge of such arithmetical pro- 
cesses as will be of practical value to him. 

English. — The study of composition and rhetoric, and the reading 
and study of some of the best of English and American authors will 
constitute the course in English. 

Physics. — This will be an elementary course, including the princi- 
ples of simple machines, with a study of the phenomena of steam, 
water, wind and electricity. 

Chemistry. — The elementary principles of chemistry will be studied 
the first half year. The last half will be given to the study of the 
separation of cellulose from plant fibres, and the subsequent recovery 
of the chemical. A course in the chemistry of dyeing will also be 
given. 

Natural Science. — In addition to the general information to be given 
in this subject, this course will aim to give the pupils practice in 
taking notes, and in looking up references in current scientific books 
and magazines. 



78 COMMISSIONER OF PUBLIC SCHOOLS 

Civil government. — Pupils will be taught the principles of clean, 
sound government, with the purpose of preparing them to take an 
active, interested and intelligent part in civil affairs. 

Mechanical Drawing. — The course of the first year will consist of 
geometrical construction essential to the advanced work in design of 
the second year. 

Shop Work. — The work of the first year will include forging in iron 
and steel, and lathe work in iron, steel and brass. The second year 
will be given to pattern making and casting. 

Textile manufacture. — This will be a lecture course supplemented by 
visits to the mills. In this way the pupils will be given practical 
illustrations of the different processes of textile manufacture which 
he studies. Notes will be taken in the classroom and at the mills. 

Paper manufacture. — This course will be similar in plan and method 
to the course in textile manufacture. 

2. Agricultural Course in the Montague (Massachusetts) Agri- 
cultural School. 

First Year. 

Arithmetic, (fall term) 4; algebra (winter and spring), 4; agriculture 
for beginners, 3; United States history (fall term), 5; elementary 
science (winter and spring) , 5 ; English, 4; current events, 1; carpentry, 
two double periods; sewing, two double periods; singing, 1 ; drawing, 1. 

Second Year. 

Algebra, 5; English, 3; current events, 1; Grecian history and 
Roman history, two terms, 4; agriculture, 3: 1 Soil. — (a) tillage, 
(b) drainage, (c) irrigation; physiology, one term, 4; carpentry, two 
double periods; sewing, two double periods; drawing, 1; singing, 1. 

Third Year. 

Geometry, 5 ; English, 3 ; current events, 1 ; farm bookkeeping (one 
half year), 4; English history, 4; American history and civil govern- 



INDUSTRIAL EDUCATION 79 

ment, 4; general farming, (a) farm crops, (b) fertilizers and manures, 
(c) crop rotation; (d) plant disease, (e) insect pests, (of spraying) 
mechanical work, two double periods; sewing, two double periods; 
cooking, two double periods; drawing, 1; singing, 1. 

Fourth Year. 

English, 3 ; current events, 1 ; French and German, 5 ; solid geometry 
3; physics, 4; rural economics, 2; horticulture, (a) fruit growing, 
(b) market gardening, (c) hotbeds and greenhouses, (d) floriculture,, 
(e) landscape gardening, 3; cooking, two double periods; domestic 
science, two double periods; mechanical work, two double periods; 
laundrying; drawing, 1; singing, 1. 

Fifth Year. 

English, 4; current events, 1; general reviews, 4; French and Ger- 
man, 5; chemistry, 4; trigonometry, 3; farm economics, 2; animal 
husbandry, (a) breeds of livestock, (b) feeding, (c) dairying, (d) 
poultry farming, (e) apiculture, 3; cooking, two double periods; 
domestic science; mechanical work, two double periods; drawing, 1, 
singing, 1. 

IV. The Continuation School for Machinists in Cincinnati. 

The Continuation School for machine apprentices was opened 
September 1, 1909. There are about 200 students, divided into 
nine groups, according to proficiency. They come one half day, 
four hours a week, and are paid their usual wages for attendance, 
forfeiting this in case of absence. The entire cost of the school is 
about $3,000 per year or about $15 per pupil, based on the average 
number in attendance. 

The work of the school is closely applied to the work of the shop. 
Teachers visit the boys in the shops, noting the conditions under 



80 COMMISSIONER OF PUBLIC SCHOOLS 

which they work, consulting with the foreman about the needs of the 
boys, and getting ideas and materials for their guidance in teaching. 
There is no formal course of study as yet, but one will be worked out 
as the school progresses. 

The course runs through four years and consists of one hour of 
blue-print reading, freehand and mechanical drawing, one hour of 
practical mathematics, one hour of shop science and theory, and one 
hour for reading, English, spelling, commercial geography and civics. 
The entire course is designed for the intellectual improvement of 
the boys and to give them intelligent interest in what they do in the 
shop; there is no machine work in the school. The employers and 
foremen say there is no loss in output by the boys being out one-half 
day a week. They more than make up for the absence by their 
diligence and zeal when they are at work. They see for the first 
time the purpose of instruction, which bored them in school days. 
Because they can put their knowledge to use, they become interested 
and intellectually awakened and their attitude changes toward their 
employer, their foreman, their machine, and the world. — (Compiled 
from the Report of the National Society for the Promotion of Indus- 
trial Education.) 

V. Part Time Plan in Providence Technical High School. 

The part-time plan is organized in the Providence Technical High 
School " to the end that there may be produced in the city of Prov- 
idence a higher type of industrial worker and a more efficient citi- 
zenship." It is so organized that pupils may pursue their academic 
and shop courses concurrently, under agreements between the School 
Committee and corporations, firms, and individuals entering into the 
plan for the promotion of industrial education. 

The corporations, firms, or individuals who have entered into this 
agreement have placed their establishments, as far as possible, at the 
disposal of the School Committee for general educational purposes. 
They agree to receive a certain number of pupils as prospective 



INDUSTRIAL EDUCATION 81 

apprentices on the first day of July and February. The pupil thus 
entering must be 15 years of age, physically able to perform the work 
have completed the first year of the high school course of study, 
and received the consent of his parents to enter. 

The corporations supply the students with such opportunities for 
work and instruction in their trade as shall afford the largest possible 
facilities for becoming competent workmen; their establishment is 
open to the inspection of officials designated by the School Committee, 
and proper sanitary conditions as well as adequate provisions for the 
safety of the students maintained. 

All contracts involving hours of work, rate of wages, length of 
apprenticeship and all similar matter are submitted to the Committee 
on High Schools for approval. Any disagreements as to the inter- 
pretation of contracts and agreements which cannot be readily ad- 
justed are referred to the mayor, and his decision is binding upon 
all parties. 

The first 550 hours of service is a term of trial and, if everything 
proves satisfactory, the student enters upon a term of apprenticeship 
by executing an agreement to which a bond of $50 is attached. He 
serves three years, each year consisting of 1,595 working hours, with 
the usual working week of 55 hours. The agreement calls for at 
least two weeks continuous vacation in the summer time, but all other 
times the students are required to be in the shop except during the 
time in which school is in session, when they are alternately one week 
in the shop and one week in school. The company reserves the right 
to shorten hours of labor or close the shop when the state of business 
demands either. Apprentices are paid for the first year, ten cents for 
each hour of labor; for the second year, 12 cents; for the third, 14 
cents. At the end of the term of service, the successful student re- 
ceives his apprenticeship papers and the diploma of the school. 

There are 27 boys at present apprenticed. They receive instruc- 
tion in the shop in lathe work, drilling, milling, planing, screw cutting, 
scraping, assembling, erecting and such other machine work within 
the ability of the apprentice as pertains to the company's branch of 



82 COMMISSIONER OF PUBLIC SCHOOLS 

manufacturing. The school instructor goes to the shops to advise 
with the superintendent or employer. 

The course of study in the Technical High building for these stud- 
ents is as follows: — 

First Year: — Algebra, physiography, English, French, drawing, 
carpentry, physics, and forging. 

Second Year: — Geometry, shop mathematics, English, industrial 
history, drawing, physics, current events. 

Third Year: — Geometry, algebra, mechanics and shop mathe- 
matics, physics, chemistry, drawing, English, American 
history and civics. 

Fourth Year: — Drawing, English, practice in business arithmetic, 
review of algebra, solid geometry, chemistry, applied 
electricity, commercial geography, and machine shop 
organization. 

The following firms have entered into the agreement with the 
School Committee : — *Maxwell-Briscoe Company, *Beaman and Smith 
Company, *Brown & Sharpe Manufacturing Company, ^Providence 
Engineering Works, ^Builders' Iron Foundry, *E. C. Bliss Manu- 
facturing Company, * Rhode Island Tool Company, *Langelier Manu- 
facturing Company, New England Butt Company, D. and W. Fuse 
Company, General Fire Extinguisher Company, American Ship 
Windlass Company, H. L. Scott Machine Shop, Standard Machine 
Company. 

VI. Trade Schools. 

1. Stout Institute, Menomonee, Wisconsin. 

The Stout Institute, an institution of philanthropic foundation, is 
situated at Menomonee, Wisconsin. It is governed by a Board of 
Trustees, and the support is from private funds, with the exception of 

* At present having students as apprentices. 



INDUSTRIAL EDUCATION 83 

money paid by the city of Menomonee for fuel and part of the janitor 
and engineer service in return for the instruction of city children in 
manual training and domestic science. 

The institute has a splendid equipment of shops and class rooms, 
representing an investment of approximately $300,000; there were 
26 teachers and 382 students in January, 1911. 

Candidates for admission must be at least eighteen years of age, 
graduates of a four years' high school course, and of good health and 
character. Tuition is one hundred dollars per year, with a fee of ten 
dollars per year to cover cost of materials. There is a large demand, 
especially in the Central and Western states, for graduates of this 
school. 

Four distinct courses are offered : — a course for teachers of manual 
training, a course for teachers of domestic economy, trade school for 
plumbers and bricklayers and the home makers' course. In addition, 
the school carries on experimental work in the field of industrial 
education. Two years are necessary for graduation from the regular 
courses, one year from the trade school. The diploma from the 
regular training courses is made by statute, the basis for the issuance 
of a life certificate after one year's successful teaching in Wisconsin. 

The work of each training school for teachers is three-fold in 
character: — academic, technical, and professional. The academic 
involves the mastery of the subject matter of the courses; the tech- 
nical involves a mastery of the hand work regarded as valuable for 
training purposes as a matter of skill; the professional involves a 
study of educational principles and processes and practice in applying 
them in the organization and administration of work in its particular 
field of educational effort. 

The homemakers' school is to secure a clear conception on the part 
of the girls being trained, of the character and scope of women's 
activities growing out of the proper organization and administration 
of the affairs of the home; to secure adequate ideas of what consti- 
tutes efficiency in the performance of these activities, and through 
theory and practice under proper conditions, to secure efficiency. 



84 COMMISSIONER OF PUBLIC SCHOOLS 

The training of young men as trade workers is not alone to furnish 
opportunities for young men who may wish to learn a trade, but more 
than this, to demonstrate what can be done by pupils in public schools 
toward the mastery of a trade while they are carrying on the regular 
academic work of the public school system. To this latter end, 
regular eighth grade pupils who are in the public schools may spend 
1J hours per day in plumbing and bricklaying; second year high 
school boys may spend their manual training time in machine shop 
practice, and pupils " who do not take to books " in the fifth, sixth, 
and seventh grades, may take blacksmithing. 

The courses and their work are as follows : 

I. Courses for Manual Training Teachers: 

1. Handwork for primary grades. 2. Handwork for inter- 
mediate and grammar grades. 3. Woodwork for secondary schools. 
4. Metal work for secondary schools. 5. Drawing and design. 
6. Professional courses. 7. General subjects, a. English, b. 
Electives. c. Physical training. 

II. Courses for Domestic Economy Teachers. 

1. Food and their uses. 2. Cooking. 3. General science. 
4. Sewing. 5. Millinery. 6. Textiles. 7. Drawing and art 
work. 8. Professional subjects. 9. • General subjects, a. Emer- 
gencies and home nursing, b. Household management, c. Eng- 
lish, d. Physical training, e. Electives. 

III. Courses for Homemakers. 

1. The house. 2. Food stuffs and preparation. 3. Clothing 
and household fabrics. 4. The case of children. 5. Home nurs- 
ing and emergencies. 6. Home and social economics. 7. English. 
8. Literature. 9. Drawing. 10. Gymnastics. 



INDUSTRIAL EDUCATION 85 

IV. Courses for Plumbing and Brick Laying. 

1. Plumbing. 2. Bricklaying. 

2. Milwaukee School of Trades for Boys. 

The Milwaukee School of Trades for Boys, located at 156-158 
Clinton street, was organized by the Merchants and Manufacturers 
Association of Milwaukee, and opened its doors February 2, 1904. 
It was supported and controlled by this association until July 1, 1907, 
when by the passage of a state law the school became a part of the 
Milwaukee city system. Under this act, the proceeds of a special 
tax of one half mill are devoted to the school. The management is 
in the hands of the local school board and of an advisory committee 
appointed by the president of the board. The purpose of the school 
is for the instruction of young men in the practice and fundamental 
principles of the manufacturing and building trades. Students who 
complete the course and receive the diploma should be at least on a 
par with the apprentice who has served four years under actual 
manufacturing conditions. 

Pattern making, machinist and tool making, carpentry and wood 
working, plumbing and gas fitting are the trades offered. The 
length of the course in each trade consists of two years of fifty weeks 
each, with forty-four hours attendance per week, with the exception 
of plumbing, which requires but one year of attendance. School 
hours are from 8 to 12 and from 1 to 5, daily, except Saturday, on 
which day the sessions are from 8 to 12. Between October first and 
April thirtieth, evening classes are maintained on Monday, Tuesday, 
Thursday, and Friday nights from 7:30 to 9:30 P. M. Students must 
be sixteen years of age, able to read and write in English and perform 
the fundamental operations of arithmetic. Pupils of the eighth grade 
are admitted without examination. The course of instruction in each 
trade includes shop practice and trade lectures, drawing, work shop, 
mathematics, shop inspection trips, practical talks and lectures on 



86 COMMISSIONER OF PUBLIC SCHOOLS 

subjects connected with each trade and topics fundamental to all 
trades. 

The night classes are planned principally to supplement the 
experience of apprentices and workmen who are employed during the 
trade in which they desire advancement under night instruction. 

Tuition in the day and night classes is free to students who are 
over 16 years of age and under 20 and whose parents reside in Mil- 
waukee. Residents of Milwaukee who are over 20 years of age are 
charged S5 per month, and all non residents are charged S15 per month 
for day and $4 per month for night classes: all students receiving free 
tuition are charged $1 per month for materials. The number of 
pupils registered in January, 1911, in day and night courses is as 
follows : 



Machine 

Carpentry 

Pattern making- 
Plumbing 



Total 70 96 

The school has graduated 27 students in its five years of existence; 
maintenance cost for last year, $29,945.34. 

The outline of the work pursued in the different trades is as follows : 

Pattern making trade. — Instruction in proper use and care of tools 
and machinery. 

Lectures on pattern making materials; laws governing warping 
and cracking; protective coatings. 

Instruction in allowance for draft, shrinkage, finish, shape and 
warp. 

Especial attention to vital relation between pattern shop and 
foundry. 

Small rectangular patterns for solid and hollow castings; ribbed 
surface plates; built up patterns; pipe fittings; valves; patterns in- 



Day. 


Night. 


25 


41 


7 


19 


28 


13 


10 


23 



INDUSTRIAL EDUCATION 87 

volving auxiliary patterns; steam and gas engine patterns and core 
boxes; patterns for electrical machinery, steam pumps, spur, bevel 
and worn gears, fly wheels, pulleys, sweeps for loam work; miscel- 
laneous patterns and core boxes. 

Machinist and tool making trade. — Instruction in the use and care 
of the different machine tools and in the manipulation of tools for 
precision measurements. 

Lathe work, drilling and boring; plane work, milling machine work, 
shaper work, gear cutting work, machine grinding, bench and vise 
work, tool making. 

Carpentry and wood working. — Instruction is first given on the use 
and proper care of the hand tools, and students are started at 
once upon the basic exercises of their trade, such as six kinds of 
lap joints, nine kinds of mortised and tenon joints, four problems 
in gaining, seven problems in dovetailing. 

Ornamentation, making of mill work, framing, cabinet work, stair 
building. 

Plumbing and gas fitting. — Instruction in the use of mill ma- 
chinery. 

Instruction in the names and uses of the various tools and materials 
used in the trade. 

Seams, joints, flanges, bends, traps, ferrule, etc. 

Setting up and connecting sinks, lavatories, boilers, tanks, tubs, 
ranges, pumps, hydrants, heating, etc. 

Installation of plumbing fixtures in erected sections of city and 
country residences, supplied by direct and tank pressure systems. 
Lectures on subjects related to trades. 

3. Milwaukee School of Trades for Girls. 

The Milwaukee School of Trades for Girls has its quarters in the 
old normal school building, the property of the city of Milwaukee, at 
18th street and Wells. Six shops and three class rooms are used by 
the department. It is under the management of the city board of 



88 COMMISSIONER OF PUBLIC SCHOOLS 

education and its advisory committee. Under the provision of the 
half mill tax passed by the legislature, this school is maintained to- 
gether with the Milwaukee School of Trades for Boys. The tax 
amounts to $122,000 for the present year. 

Three courses are presented : — millinery, dressmaking, and cooking, 
of one to one and half years, two years and one year duration, respec- 
tively. Art design, industrial history, work shop, mathematics, 
English, and physical culture are correlated subjects. In millinery 
and dressmaking, the aim of the school is to graduate apprenticed 
milliners and dressmakers; in cooking the work is arranged at present 
more in line with a home making course with possibilities of develop- 
ment into trade fields. Pupils must be fourteen years of age and be 
able to read and write English and perform the fundamental opera- 
tions of arithmetic. There are ten teachers and one hundred and 
forty pupils; disbursements for the last seven months to January, 
1911 amount to $22,446.74. Tuition is as follows: — students who are 
over 16 and under 20 years of age, whose parents reside in Milwaukee, 
free; for non-residents, $15 per month; residents over 20 years of age 
$5 per month. 

The school has a splendid equipment to teach the several subjects. 
The cooking room has industrial tables, gas ranges and coal ranges, 
adjoining which is a completed furnished apartment with every late 
appliance. The millinery and sewing rooms are provided with tables 
and sewing machines. 

VII. The Technical High School, Providence. 

The Technical High School, as its name signifies, particularly 
emphasizes the lines of mechanic and industrial art, at the same time 
offering some of the courses of an ordinary English high school. 

The course is four years in length and prepares students for higher 
technical schools, normal schools, Bachelor of Science course in college, 
for business, for draughting rooms or for an apprenticeship in some 
chosen industrial, mechanical, or engineering work with a foundation 
of theoretical and practical training. 



INDUSTRIAL EDUCATION 89 

The course comprises five lines of daily work, literature, mathe- 
matics, science, drawing, and some form of practical work in shop or 
laboratory. 

The literary course includes English, German, French, history, 
and civil government. 

The mathematical course comprises algebra, plane and solid 
geometry, logarithms and plane trigonometry, and two lines of applied 
mathematics in electrical engineering and physics. 

The science course requires work in physics, chemistry, botany, 
physiography and photography in a graded succession, occupying 
nearly the equivalent of a daily period throughout the four years. 

A daily period is spent in drawing, about equally divided between 
freehand and mechanical. A double period is spent daily in shop or 
laboratory work, including exercises in woodworking, ironworking, 
sheet metal, jewelry, wood carving, modeling in clay, and pottery 
and tile work. 

The laboratory work in physics and chemistry is the same for boys 
and girls. While the boys are employed in the shops, the girls are 
at work in cooking, plain sewing, dressmaking and millinery. Girls' 
courses also include modeling, pottery, wood carving and hammered 
work in copper and brass. The course in botany and biology is 
arranged for girls only. 

Girls are required to take the same academic work as the boys, 
except solid geometry and trigonometry, and are admitted to normal 
school or college on the same terms. 

Course of Study. 
(Arranged by departments.) 

Literary. — Boys and Girls. Drill sentences in English. American 
and English literature, including college requirements in English. 
Composition and rhetoric. Declamations. English history. Civics. 
German. French. 
12 



90 COMMISSIONER OF PUBLIC SCHOOLS 

Mathematical. — Algebra. Review arithmetic. Trigonometry. 
Geometry, plane and solid. Field work in surveying. Bookkeeping. 
Applied mathematics in physics and electricity. 

Scientific. — Physics. Chemistry. Photography, line engraving 
and process work. Botany, (girls only). Electrical engineering, 
steam engineering. 

Domestic science. — Second year. — Cooking, cleaning. Third year. 
— Water supply, muscle foods, heat foods, digestion, foods for the 
sick. Fourth Year. — Sanitation: a. Location of house; b. Arrange- 
ment of house; c. House management; d. Dirt and its dangers; e. 
Causes of disease; f. Care of sick; g. Cost of living. 

Domestic Art. — Girls. First Year. — Sewing: stitches and garment 
finishes, drafting aprons, shirt waists, study of materials. Millinery: 
Bow making, lining, plain fold, trimming. Second Year. — Sewing: 
Review and garment work. Millinery: Binding, winter hat, straw 
work. Third Year. — Dressmaking : Drafting patterns, making dress. 
Millinen- Summer hat. Fourth Year. — Optional: Dressmaking 
and millinery. Wood carving and home furnishing. Sheet metal 
in vase forms, tile work in clay. 

Drawing. — Boys: Free-hand, working drawings, object drawing, 
decorative design, surface coverings, wrought iron, sheet metal work, 
wood carving. Mechanical: Geometrical, working drawings, pro- 
jection, machine drawing, architectural. 

Girls: Free-hand, object drawing, cast drawing. Design: Em- 
broidery, jewelry, millinery, wall paper, dresses. Drawing from the 
antique and pose. Mechanical: Working drawings, architectural. 

Shop work. — Boys: Carpentry, forging (elementary), forging 
(advanced), clay modeling, wood carving, sheet metal work, wood 
turning, pattern making, molding, chipping and filing, machine work 
and construction. 

Girls: Clay modeling, wood carving, metal work, vase forms and 
tile work in clay. 



SUPPLEMENT C 



AGRICULTURAL EDUCATION IN THE PUBLIC SCHOOLS 

Extract from an Address of the Commissioner, February, 1910 



Following the nature study movement and related to it, the study 
of agriculture in public schools, through wide-spread discussion and 
phenomenal progress, has become within ten years a matter of great 
educational interest, and promises, in connection with other forces, 
to work in time important changes in public school education. 

Agriculture has been taught for nearly half a century in land- 
grant or national colleges, but only one agricultural high school was 
reported twelve years ago, and only eighteen high schools taught 
agriculture two years ago. Now there are more than one hundred 
agricultural high schools in seventeen different states, and, besides, 
several thousand high schools, in twenty-three states, give instruc- 
tion in agriculture. Already more than a hundred agricultural 
colleges are training young men and women to teach agriculture. 
The introduction and extension of agricultural instruction in ele- 
mentary schools during the past ten years is equally significant. 
Recent data show that such instruction is given in the rural schools 
of forty-four states. Fourteen states by law require that the ele- 
ments of agriculture be taught in rural schools, and twelve require 
it in all graded schools. Twenty-eight states have enacted special 
laws permitting such instruction, while in others, like Rhode Island, 
local authorities are free to introduce the subject. 

With an appreciation of these facts, we cannot regard the study of 
agriculture as a passing phase of public instruction — a ripple on the 



92 COMMISSIONER OF PUBLIC SCHOOLS 

waters — but must recognize its progress as indicating a steady 
movement, or tide, beneath the ever changing subjects and courses of 
school study, a movement responding to the evolution of our indus- 
trial and civic life. We must recognize the fact that we have a real 
public problem in this matter of the study of agriculture in the public 
schools, both elementary and secondary. An attempt to solve it can 
no longer be avoided. 

In examining this problem we find it far from simple. It does not 
mean simply the addition of a new subject of study. It involves new 
means, new methods, new values, new opportunities and new aims in 
school education. It means a transformation of our courses of study, 
a closer relation between the school life and home life of the child, and 
in school activities new forms, new life, and a new spirit. Further- 
more, agricultural education in public schools is related to (1) country 
life, (2) vocational education, (3) agricultural education in college, 
and to (4) essential elements of public school education. 

A study of our object, therefore, leads us into a study of its peculiar 
relations. First, country life touches school instruction in agricul- 
ture on two sides. It is the means and the end of such education. 
The school is nourished by the life of the people, and in turn enriches 
society. To introduce the study of agriculture into the schools is a 
conscious effort to enrich the school, to enlarge its power and to in- 
crease its influence through a larger appropriation of the farmer's life. 
Efficient efforts for improving rural conditions must be directed to these 
ends. It would be a serious error simply to seek to reproduce urban 
conditions in the country. Much injury has been done in blind efforts 
to urbanize country schools. Every school exists for the homes it 
serves and for the community of which it is a part. The country 
school should be vitalized by the life of the country, that it may, 
through the lives of its children, enrich country life and character. 
Surely, in the new order of conditions, when it comes, a study and 
practice of the arts of field and forest will have a place in the country 
school. 

In the second place, another important relation of agricultural 



INDUSTRIAL EDUCATION 93 

education is found in industrial education, itself a phase of vocational 
education, for which the widespread and increasing demand is already 
uprooting educational traditions, creating new educational aims; 
modifying courses of study, establishing new schools, inspiring new 
visions of popular education, and promises to achieve results that will 
characterize school and college education of the twentieth century. 

A third relation of agricultural education in school is its connection 
with agricultural education in college. Agricultural education in the 
public schools in its future development will be closely allied to the 
work of agricultural colleges. The work of colleges of agriculture in 
past years, valuable as scientific and technical training, is now unex- 
pectedly to count in public school education. These benefits are to 
be more widely applied through public schools. The college of 
agriculture has made possible agricultural education in the public 
schools. However valuable may have been the service of the " land- 
grant " colleges in scientific and vocational education, it may well be 
that in the future they will render a larger service to the public 
through their influence upon the secondary and elementary schools. 
If agriculture is to be generally introduced into public schools, cer- 
tainly the college of agriculture is to have large power in determining 
its character and will find a new appraisement of its own value in the 
efficiency of such public school education. 

Our object reveals an interesting parallel between college and 
school. As the national colleges were established to give a fitting- 
collegiate education to industrial and agricultural classes, so the end 
■of the movement for industrial and agricultural education in the 
public schools is to give a school education adapted to the needs of the 
same classes. The movement in school education corresponds with 
an older movement in collegiate education. The school as well as the 
college is to be more closely related to the real life of the people. 
Cultural and vocational aims in education are not necessarily antag- 
onistic. Cultural values are found alike in the present and past, in 
the real and ideal, in the natural and spiritual. 

Also, in the development of the teaching of agriculture in school, it 



94 COMMISSIONER OF PUBLIC SCHOOLS 

is to have connection with the work of agricultural boards and f armers* 
organizations. Especially for the practical introduction of the study, 
these factors are likely to perform important functions. 

A fourth relation is found in the school itself. Agricultural life 
must permeate the rural school, that the school, in turn, may 
enrich rural life by educating boys and girls for the farm and 
for worthy citizenship. To keep the pupil in touch with his en- 
vironment, to open wide the doors of our schools to the truth 
and beauty and goodness of nature, to relate the pupil's instruc- 
tion within the school to his experience without, to make useful 
things means of culture, to honor the present and future life of the 
child, and to enlarge his vision of coming life, are subjects of agri- 
cultural education. The school thus enriched and energized, many 
believe, would become a more potent factor for the betterment of 
country life, and consequently for nobler national life. We need 
ever to remember that the foundations of the republic were laid by 
men who tilled their own lands and lived close to the soil — close to the 
heart of the mother of all life; and that the conservation and better- 
ment of country life will always be a supreme national interest. 

It is instructive to observe the correspondence, both in time and 
purpose, between the spread of agricultural education in school and 
the great movement to improve agricultural conditions. The former 
is a part of the latter. It has been pointed out that two radical 
reforms must be worked out before satisfactory conditions can be 
established generally in the country. First, the farm lands must be 
so improved and managed as to yield a more certain and profitable 
return for labor expended, and afford greater profit for the toiler 
than employment in the city. Secondly, churches, schools, social 
conditions, and opportunities for civic preferment must be as good 
for the masses in the country as in the city. All education must be 
related to other elements of school education. More is needed than 
the simple addition of certain elements of agricultural information 
to the school curriculum. For the greatest profit to pupils and for 
real influence on country life, a reorganization of school courses and 



INDUSTRIAL EDUCATION 95 

school practice or methods is required. Country life must be freely 
admitted to the school, permeating and invigorating all subjects. 
The useful in school education makes school real and relates school 
life to home life. 

There are four ways of introducing instruction in agriculture into 
public schools : (1 ) in other subjects, by enriching them with country 
life and facts of the farm; (2) as a distinct subject, including the 
elements of agriculture and taking its place by the side of history and 
geography; (3) as a graded course, adapted for different ages; (4) 
through a new organization of programs and courses, with agriculture 
as a central subject or important study of life. The simple addition 
of agriculture and its treatment as a new subject, while it may serve 
as a beginning in experience, can hardly accomplish desired ends. 
It must not only have a place of its own, but other subjects must be 
enriched by the facts of farm life, and the whole school, especially in 
the country, animated by the spirit of country life. Eventually the 
simple elements of so vast a subject must be selected and organized 
for presentation to pupils of different ages, and the entire curriculum 
modified to secure such ends. 



SUPPLEMENT D 



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